@article{oai:shudo-u.repo.nii.ac.jp:00000660,
 author = {相馬 , 伸一 and ソウマ , シンイチ and Sohma , Shin'ichi},
 issue = {2},
 journal = {広島修大論集. 人文編},
 month = {Mar},
 note = {P(論文), The purpose of this thesis is to understand the philosophical characteristic of Comenius' educational thought through the analysis of his response to Descartes. Descartes reached the foundation of human existence ego cogitans, and through the separation of mind and body, he included not only reason but also senses and will within the mind. Thus, Cartesian man is regarded as a subject who understands the world. Comenius surmised the foundation of human existence from three aspects; mental, verbal and real. Whilst he emphasised the role of reason at a mental level, he considered that the verbal and real existence was assured through interpersonal communication and bodily action. For this reason, he understood humanity through the parallel aspect of world and mind. He thought that the certainty of human knowledge was assured under the parallelism between the three books of God (world, mind and the Bible) and human faculties (sense, reason and belief/will). However, Comenian man, who connects with the external world through sense, cannot escape from sensory falsehood. In so far as Comenius main-tained his view, he had to build a specific space where one could relive the ideal meaning of humanity. In order to implement such a space, he tackled educational practice which were crystallised in Orbis pictus and Didactica magna. Comenius might be said to be a precursor of modern educational thought on the grounds that he maintained distinct philosophical ideas both from empiricism and rationalism. This fact might urge us to reconsider the modernistic historical description of educational thought.},
 pages = {179--220},
 title = {コメニウス教育思想の哲学的基盤 : コメニウスーデカルト関係再考},
 volume = {40},
 year = {2000},
 yomi = {ソウマ , シンイチ}
}