초록

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Abstract ▼ AI-Helper

Though the extrinsic justification of school subjects is attractive to many people, yet it falls short of right justification in that it ignores the pursuit of the meaning of school subjects. On the other hand 'transcendental justification' showed a new dimension of justification arguments, focusin...

Though the extrinsic justification of school subjects is attractive to many people, yet it falls short of right justification in that it ignores the pursuit of the meaning of school subjects. On the other hand 'transcendental justification' showed a new dimension of justification arguments, focusing upon the intrinsic value of school subjects. But transcendental justification has been criticized by two different camps: the one is that transcendental justification is not different from the extrinsic justification, the other is that the metaphysical meaning of subjects is not stressed rightly in transcendental justification. The idea of transcendental justification should have taken the point of view of the 'twofold structure of the world(or the mind)'. The preceding criticisms are the necessary results of not taking the point of view. 'Twofold structure of the world(or the mind)' is most succinctly exemplified in the Buddhist conception of the Suchness[眞如] and the World of Change[生滅界], in which the upper layer is the unmanifested standard of the lower layer. To justify the school subjects from the viewpoint of 'twofold structure of the world(or the mind)' is to reveal that the aim of school subjects is the Reality as the ultimate source of values, and that the Reality is established in the process of teaching school subjects.