A Human Affair in the Education [Ⅱ]　－The Theoretical Achievement of Pedagogical Love and its Position Today－

I will summarize the so-called "pedagogical love" in the prewar days of Japan in this volume. It begins from the second period of the second stage in my classification. It is the days from the bigginig of Showa till about the ninth year of Showa era. The outstanding characteristic of this period is the introduction of the term "pedagogical love" that the educational philosopher EDUARD SPRANGER (1882 - 1963) of Germany demonstrated in his main work firstly. The reference and the academic consideration about "love in education" of our country advanced from this time evidently. Then SHIGENAO KONISHI (1875-1947), ARATA OSADA (1887-1961), SUKEICHI SINOHARA (1876-1957) et al., the typical pedagogists of Japan before World War II, elaborated their theory by the acceptance of the term "pedagogical love". They criticized this SPRANGER's term "pedagogical love" in the third stage of my classification in the course of time. Consequently the discussion and the achievement about "love in education" developped into the unique form in this third stage relatively. I will locate the today's "pedagogical love" in the historical and the theoretical position in the latter half of this paper. And I will propose a new definition of the "pedagogical love" hypothetically. I want to regard the "pedagogical love" as an ability of school teacher or educator. Finally I will suggest the six factors in order to stimulate today's "pedagogical love"