@article{oai:osaka-aoyama.repo.nii.ac.jp:00000038,
 author = {住岡, 英毅},
 journal = {大阪青山大学紀要, Journal of Osaka Aoyama University},
 month = {Mar},
 note = {This paper is intended to reconsider the conservative nature of education through the medium of Proudhon’s (Proudhon, Pierre-Joseph 1809-1865)sociological thoughts and resultant views on society.
 Needless to say, the nature of education, when viewed from a social point of view, can be considered in two aspects– its “conservative nature” and “innovative nature”. In postwar Japan, it seems that over-high expectations have been held for the innovative nature of education. Therefore, despite its essential aspect of education, we have downplayed the conservative nature of education. This paper attempts to reconsider and revive the conservative nature of education.
 Proudhon is considered to be the father of modern anarchism in the history of social thought research. His thoughts have been studied as liberal socialism (Proudhon’s principle)leading to social revolution, as opposed to authoritarian socialism(Marxism) leading to political revolution. Namely, Proudhon’s thoughts tended to be referred to and analyzed as the root of anarchism and the mentality behind social revolution. In addition to his position in the history of social thought research, we have to pay attention to other meaningful outcomes of his sociological ideas. When we carefully analyze the sociological thinking in his writings, we come across the nature of conservatism in his views, an idea
which is seemingly incompatible with the social revolution mentality. Moreover, we find various potential implications to produce a theory of education, which contains many interesting concepts related to the conservative nature of education.
 Therefore, in this paper, I will analyze and discuss the nature of conservatism as seen in Proudhon’s sociological ideas, especially his attention to the “true community”,acceptance of the “contradictions” present in social life, and emphasis on the “heterogeneity” as a social infrastructure. In addition, I would like to discuss the relevance of his thoughts on society and conservative education in comparison to the present state of education, and attempt to enter into a more general discussion about the conservative nature of education.},
 pages = {1--18},
 title = {教育の保守的性格再考-プルードンの社会学的思考を媒介にして－},
 volume = {4},
 year = {2012},
 yomi = {スミオカ, ヒデキ}
}