胡适对杜威教育思想的吸收和转化——以杜威访华时期为中心

Hu Shi’s Reception and Transformation of Dewey’s Educational Ideas in the Early Republic of China:With a Focus on the Period of Dewey’s Visit to China

本文围绕杜威访华,分析胡适对杜威教育思想的吸收和转化。杜威访华前,胡适已对杜威教育思想有所吸收并大力宣传实用主义,他对杜威教育思想的阐述精辟,但也反映出其选择倾向、阐释的缺失和过度现象。杜威访华期间,胡适对杜威大量演讲的通达翻译,体现了他对杜威教育思想的系统吸收;一些误译和漏译虽会招致误解,但却集中传达了杜威教育思想要旨,影响深远。胡适对杜威教育思想的运用体现了他改良中国社会的努力,透露出对杜威教育思想的转化。杜威离华后,胡适持续吸收杜威教育思想,并对先前的吸收有所反思和修正。胡适并未全盘吸收杜威教育思想,他在某个层面可能借助杜威之旗推进自己的文化和政治主张,但总体上是对杜威教育思想的“中国化”以应对当时社会现实之需。

With a focus on Dewey s visit to China, this paper analyses Hu Shi s reception and transformation of Dewey s educational ideas. Before Dewey s visit, Hu received Dewey s ideas and advocated for pragmatism. Hu s elaboration of Dewey s educational ideas reflects his perceptive understanding, selective tendencies, insufficient formulation and over-interpretations. After Dewey s arrival in China, Hu s lucid translation of Dewey s lectures embodied a process of his systematic reception of Dewey s educational ideas and his interaction with Dewey, leading to an intensive transmission of those ideas to China with far-reaching consequences (despite some mistranslations and loss of original contents that caused misunderstandings). Hu s adoption of Dewey s educational ideas to reform China s society reflects his transformation of those ideas. After Dewey s departure, Hu continued to receive Dewey s ideas, with some reflections on and revisions of his own reception. It concludes that Hu s reception and transformation of Dewey s educational ideas at one level might be his attempt to advance his political and cultural agenda through Dewey, but generally are about localization of Dewey s ideas to deal with the then China s problems, rather than a total westernization.