什么是教育理论进步的动能——基于对夸美纽斯、赫尔巴特和杜威教育思想之发生比较的角度

What is the Developing Motivation of Educational Theory?——Based on a Comparative Perspective of Comenius,Herbert,and Dewey’s Educational Ideas

夸美纽斯、赫尔巴特和杜威堪称近代以来教育学术史上被公认的三位“标杆式”人物。通过对夸美纽斯、赫尔巴特和杜威教育思想发展的内在承续的分析及观点比较,可以发现,对科学的追求、对人文的执着和直面实践需求共同构成了推动教育理论进步的三个关键要素,也是促进教育理论持续发展的动能所在。其中,科学反映了教育理论的逻辑依归,人文代表了教育理论发展的价值追求,实践体现为教育理论发展的动力之源。

Johann Amos Comenius,Johann Friedrich Herbart and John Dewey are recognized as three contemporary“benchmark”figures in the history of pedagogy academy.By analyzing and comparing the inheritance of their educational ideas,we can find that the pursuit of science,humanistic care and practical care commonly compose the three key elements of pedagogy,which are also the academic motivation of pedagogy development.Science reflects the logic motivation of pedagogy,humanism represents the genuine pursuit of pedagogy,and practical care demonstrates the impetus of pedagogy.