ABSTRACT

Paul Natorp is better known as a key figure of Neo-Kantian epistemology than as a great educationist. This paper discusses the affinity for Natorp’s theory of education in Japan in the first decades of the twentieth century. It presents an overview of Natorp’s educational way of thinking and analyses the interest of Japanese educationists in the educational thought encapsulated in the conception of Natorp’s educational theory, which he called Sozialpädagogik. Addressing the debate around Natorp’s Sozialpädagogik within the Japanese national community of scholars, key points of the inception of the theory in Japan are examined, central scholars involved are identified, and the impact of Natorp’s conception on the Japanese philosophy of education and educational practice is considered.

摘要

保罗·纳托普 (Paul Natorp) 作为新康德主义认识论的关键人物而闻名，而不是作为伟大的教育家。本文讨论了 Natorp 的教育理论在 20 世纪头几十年在日本的亲和力。它概述了纳托普的教育思维方式，并分析了日本教育家对纳托普教育理论概念中包含的教育思想的兴趣，他称之为Sozialpädagogik。针对日本全国学者社区内围绕 Natorp 的Sozialpädagogik的辩论，审查了日本理论起源的关键点，确定了所涉及的中心学者，并考虑了 Natorp 的概念对日本教育哲学和教育实践的影响.