德语语境中的杜威教育学

Dewey's Pedagogy in German Context

本文反对将杜威简单地作为改革教育学的代表人物进行解读,而主张将他视为一位在对教育学思想问题史的梳理中形成了自身立场的现代教育理论家。在此基础上,本文试图在杜威思想与西欧尤其是德国教育哲学的对接中从四个方面解读杜威的《民主主义与教育》。首先阐释杜威关于教育、学校的观点,然后解释杜威教育思想中关于经验消极性的论述,接着说明杜威对社会和共同体的概念区分,最后阐发杜威对民主作为生活方式和国家政体的区别,并推论出现代民主社会中教育和政治的非等级关系。

This article is against the interpretation which Dewey simply as a representative personage of Progressive Educational Movement. It interprets Dewey as a modem pedagogical theorist who formed his own Position in the crossing through the pedagogical problem history. On this basis, this article will interpret DeweyJs Democracy and Education in the contact with European especially German educational philosophy from four aspects： it will firstly interpret Dewey＇s points of view about education and school, secondly explain Dewey＇s arguments about negativity of the human experience, then thirdly show Dewey＇s distinguishing between community and society, and lastly elucidate the differences between the democracy as lifestyle and the democracy as polity and deduce then the not-hierarchical relationship between education and Politic in the modern democratic societies.