重访“作业”:劳动教育视域下杜威课程理论与实践的当代启示

Revisiting“Occupations”:Contemporary Enlightenment of Dewey’s Curriculum Theory and Practice from the Perspective of Labor Education

在杜威的课程理论和实践中居于核心位置的“作业”有着丰富的劳动意涵,杜威希望通过“作业”改变学校教育与生产劳动相分离的境况,在他的学校课程构造中为劳动教育创造了广阔的空间。在“作业”内容的选择上,杜威注重满足族群基本需求的社会劳动;在“作业”内容的组织上,他又注重以同“文化纪元论”相似的方式展现劳动在不同生产力条件下的形态和意义。同样是在学校课程中纳入劳动作业,杜威的探索与同时期的“手工训练”和“儿童研究”两大运动相比,更能突出劳动作业的社会价值,以深度嵌入社会历史情境的方式呈现劳动所蕴含的社会关系。杜威的课程理论与实践,为解决如何凸显劳动教育的思想性和社会性以及如何充分发挥传统劳动的育人价值等问题提供了有益启示。

“Occupations”,which are at the core of Dewey’s curriculum theory and practice,has rich implications with labor.Dewey hoped to change the situation that school education was separated from productive labor through“Occupations”,creating a vast space for labor education in his curriculum structure.In terms of the selection of curriculum experience,Dewey focused on social labor that meets the basic needs of ethnic groups.In terms of organization,he presented the form and significance of labor under different productivity conditions in a similar way to the cultural epoch theory.Also incorporating labor homework into school curriculum,Dewey’s exploration highlighted the social value of labor homework more than the two major movements of“manual training”and“child studies”at the same time,and showed how social relations connected by labor are deeply embedded in social and historical situations.Dewey’s curriculum theory and practice provided useful inspiration for solving problems such as how to highlight the ideological and social nature of labor education,and how to give full play to the educational value of traditional labor.