@article{oai:oka-pu.repo.nii.ac.jp:00001092,
 author = {大谷, 光長},
 issue = {4},
 journal = {岡山県栄養短期大学研究紀要},
 month = {Mar},
 note = {I find the source of educational technique in our senses. A technique in a general meaning deeply originates in "Einbildungskraft", because it is "Einbildungskraft" that forms various scientific knowledges acquired in recent sciences into original technique. "Einbildungskraft" is a faculty of formation and creation. Generally, "Einbildungskraft" takes up a position of making things and connects directly with imagination. When we consider the educational technique within this viewpoint, we find a great significance in T. Litt's "die schopferische Kraft der erzieherischen Phantasie". This conception is the only standpoint which clarifies the essence of educational activities and padagogical standpoints in general, and conseqently we regard E. Spranger's "ein psychologischer Sinn" and G. Kerschensteiner's "padagogischer Takt" as its indispensable elements. At the same time, I introduce what I call "padagogischer Sinn" as a layered unity of these two elements. It is in this sphare that we have searched for the radical foundation in educational technique in this treatise. And yet, this problem will completely be solved only when the rationality of educational technique is thoroughly studied. But because of the limited space of the given pages, this problem will remain unsettled, not being deeply investigated., P(論文)},
 pages = {一--二一},
 title = {教育技術の根本基底－技術と教育－},
 year = {1960}
}