杜威的“探究认识论”与探究学习

Inquiry-oriented Epistemology and Learning: Dewey's Perspective

杜威的哲学是教育的一般理论,"探究"在杜威哲学中具有极其重要的地位,正是借由"探究",杜威实现了对传统认识论科学化、实践化的改造,将"实验性的探究"置于认识论的内核,构建了"探究认识论",从而扭转了传统认识论的"知识旁观者"困局,实现了对传统教育的革新。本文认为"探究"具有作为动因的"由问题情境引发的‘解题’的需要"、"实验性的亲历者认识论"的实质、"理智"的保障、"思维五阶段法"的模式与作为结果的"有根据的断言"五个维度并对其进行了初步探讨,借此显明"探究"与"学习"的一致内涵及同构进路,并尝试以此五维度完整建构杜威哲学认识论及其探究学习观链条。最后在此基础上点明了杜威"探究学习"、"做中学"及其"参与性认知"的同源异流、多面会通之体要。

Dewey＇s philosophy is the general theory of education.  Inquiry  plays an extremely important role in Dewey＇s philosophy. Using  Inquiry  as a significant theoretical tool, Dewey achieved the transformation which made traditional epistemology more scientific and practical. He also argued that experimental inquiry is the key concept of epistemology, which formed the epistemology of inquiry. His theoretical innovation reversed the  knowledge bystander dilemma of traditional epistemology. This is certainly a realized innovation of traditional education. This paper gives a preliminary discussion concerning five dimensions of inquiry which includes the need of problem-resolving arise from probable environment, the essence of the essential of an experimental epistemology which needs to explore it in person, the protection of  reason, the mode of  five phase of thinking, and the result of warranted assertion.  This paper also explains the consistent conceptualization and homomorphic approach of inquiry and learning.  The aim of this paper is to construct a complete epistemological chain by five dimensions, which includes Dewey＇s philosophy and Inquiry Learning. Finally, this paper identifies difference about Dewey＇s  Inquiry Learning, Learn by Doing and  Participatory Cognition, and focus on the same character and essential interlink of those opinions.