German ldealism and the Situation of modern Education -Referring to especially the philosophyofJ.G.Fichte and F.W.J.Schelling-

In this paper I investigate mainly the thought of German Idealism (especially, that of]. G. Fichte and F. W. J. Schelling) from the viewpoint of two questions, \u27Why do children feel stifling in their dailyschool life ?\u27 and \u27Why can\u27t people but break social rules, even if they know their deeds themselves aren\u27t permitted?\u27 In order to consider the former question, I refer to the Michel Foucault\u27s analysis of the history of apperance of modern prison. Interpreting the documents relating to its history, he insists noteworthily that after 17th century the pattern of the power (pouvoir) has been quite changed, andthat the power which rules people today should be called \u27disciplinary power (pouvoir disciplinaire), because it gouverns them not by threatening with punishment and violence but by introducing the principle of competition and inciting their desires for victory. And he asserts that one of the most typical models of such power is school.And next, in order to solve the latter question, I approach the middle thought of F. W.]. Schelling.In his Philosophic research into the human freedom (1809), he makes clear the structure of human mentality from his own mysterious standpoint. If we try to understand his arugment, which seems apparentlyout-of-date, it shows us valuable explanation about the cause of human wickedness. He thinks that we can\u27t exclude its possibility, and that when we are in sound state of mind, we should be regardedas \u27regulated madness (geregelter Wahnsinn) \u27.Finally I investigate Kant\u27s and Fichte\u27s social philosophy to rediscover the ideal which should be defended even today