1950年代对“活教育”理论的批判——以陈鹤琴为中心的历史考察

Criticisms in the 1950 's on Living Education Thoughts——An Historical Survey on Chen He-qin

对实用主义教育思想的批判贯串了20世纪50年代的知识分子思想改造过程。陈鹤琴的“活教育”理论是20世纪30、40年代非常有影响的儿童教育理论,被作为实用主义教育思想的代表之一受到批判。面对不断的反复批判,陈鹤琴不得不清理、反思、检讨自己的“活教育”理论。“活教育”理论虽存在理论上的因袭杜威主义的局限和实践上的形式主义缺点,但是,它提出的人的现代化命题、尊重儿童主体性、培育儿童个性等主张,仍然具有历史和现实的双重价值。

The criticisms on Living Education Thoughts went on throughout the whole process of the movement of the intellectuals＇ Ideological Remolding in the 1950＇s. Chen He-qin＇s Living Education Thoughts was an influential theory of child education in the 1930＇s and 1940＇s and was criticized for being one of the ＂pragmatic education thoughts＂. Being repeatedly criticized, Chen He-qin was compelled to re-examine and reflect on his theory. The living education thoughts inherited Dewey＇s pragmatism and therefore has its limitation in theory and practice. However, the proposition of modernization of human beings, respect for children＇s subject and nurturance of children＇s individuality presented in the thoughts are still of historical and practical value.