解放智慧:杜威“教育即生活”的民主意蕴

Freeing Intelligence:Democratic Implication of Dewey's “Education as Life”

杜威的"教育即生活"并不仅仅意味着教育不能脱离生活,教育要以青少年的生活和经验为基础,引导青少年学会生活。更为重要的是"教育即生活"与民族-国家民主化过程的思想方法和价值原则一体。个人主义是民族-国家民主化过程的价值起点,因此,"教育即生活"首先意味着"教育即以个人主义为基石的现代生活"。在民族-国家工业化和城市化过程中,流动、躁动和集群成为现代生活的基调,教育、生活和民主都需要不断改造。因而,"教育即生活"进一步意味着"教育即以新个人主义为特色的民主化生活"。没有自由就不会有卓有成效的民主化改造。对自由的自觉是现代生活的根本标志。因此,"教育即生活"同时意味着"教育即自由生活"。自由是争来的,教师争取教育自由是教师的个人权利、公民权利和专业权利,其核心是连续不断地解放智慧,这是实现"教育即生活"各种涵义至关紧要的一环。

The meaning of John Dewey＇s idea of ＂Education as life＂ goes beyond that education should not be separated from life, and that education should be the process for young people to learn to live on the basis of their own lives and experiences. More importantly, ＂education as life＂ is unified with the democratization of nation-state in terms of the ideological methods and value principles. Individualism is the start point of the democratization of nation state in respect to value. Therefore, ＂education as life＂ firstly means that ＂education is the modern life which is based on individualism＂. In the process of industrialization and urbanization of nation-state, mobility, agitation, and clustering have become basic tone of life. Education, life, and democracy need to be continuously reconstructed. Hence, ＂education as life＂ also means that ＂education is the democratic life featured by new individualism＂. Without freedom, there can be no successful democratization. Consciousness of liberty is the fundamental symbol of modern life. In this sense, ＂education as life＂ also means that ＂education is life of freedom＂. Freedom is the fruit of struggle. The struggle for freedom of education is the personal right, civil right, and professional right of teachers, the core of which is the emancipation of mind, or freeing intelligence. For this reason, freeing intelligence is the crucial agent through which the meanings of ＂education as life＂ can be achieved.