工业时代的教育民主:对杜威教育观中“职业”概念的讨论(1899—1916)

Educational Democracy in the Industrial Age:Discussion on the “Vocation” in Dewey’s Educational View(1899-1916)

杜威的职业教育思想是对美国公共教育制度的一种实践诉求,也是杜威教育思想的一种借助时势的阐释。从1899年《学校与社会》对“职业”的强调至1916年《民主主义与教育》对“职业”的完整阐释,“职业”概念成为理解这一时期杜威教育思想的关键入口:在杜威学校开办时,杜威的“职业”作为一种促进生长的活动被看作学校的绝佳训练方式,帮助儿童在学校中与社会获得联系;在职业教育运动兴起时,杜威的“职业”作为教育与工业社会的连接点开始展露改革既有制度的实践内涵;在《民主主义与教育》出版时,杜威的“职业”概念获得了完整的民主意义,它作为一种道德的、艺术的、自主的活动,被杜威视为一种无所不在的教育,与人生中的身与心、手与脑、经验与理性的分离,与社会上的劳动与闲暇、职业与自由的隔离相抗衡,其最终目的是实现杜威理想中的民主社会。

Dewey’s view of vocational education is a practical appeal of American public educational system and also a specific expression of his educational philosophy in the industrial age.From being emphasized in School and Society in 1899 to being completely explained in Democracy and Education in 1916, the concept of “vocation” has become the key to understanding Dewey’s educational philosophy during this period. When the Dewey School(the laboratory school of the University of Chicago) was officially opened in 1986, “vocation” was viewed as a wonderful training approach of the school as an activity promoting children’s growth, linking children on campus with society. As vocational education movement rose, Dewey’s concept of “vocation” began to reveal the practical connotation of reforming the existing system as the connection point between education and industrial society. When Democracy and Education was published, Dewey’s concept of “vocation” gained complete democratic meaning. As an ethical, artistic, and autonomous activity, “vocation” was regarded by Dewey as an omnipresent form of education against the separation of body and mind, hand and brain,and experience and sense during life and the isolation of work and leisure and vocation and liberty in the society. The ultimate goal of “vocation” is to realize Dewey’s ideal democratic society.