复演论教育意涵的演变:从赫尔巴特到杜威

The Application of Recapitulation Theory in Education:From Herbart to Dewey

复演论是18世纪至20世纪前期西方思想文化界盛行的历史文化观念和儿童发展理论,对欧美国家近现代教育思想产生了广泛和深刻的影响。国内教育学界对此虽有所涉猎,但缺乏系统的专门研究。基于较为充分的文献史料,通过梳理从维科、莱辛到黑格尔、海克尔复演论阐释的演变过程,具体分析赫尔巴特、德国赫尔巴特学派和美国赫尔巴特学派将复演论运用到学校课程的探究、霍尔以复演论为基础诠释儿童发展阶段和开展儿童研究的努力以及杜威基于复演论对课程和教学方法的探索,并据此探讨复演论在近现代欧美教育理论中的运用和影响,可以发现:“适时”“适用”和“适度”是复演论作为一种“外源理论”对欧美近现代教育思想产生持续影响的重要原因,而教育家主体的二次乃至多次的再创造,是成功借鉴相关学科理论和方法的关键所在。

The Recapitulation Theory is a prevailing historical and cultural concept and children’s development theory in Western intellectual and cultural circles from the 18th century to the early 20th century, and has had a broad and profound impact on modern educational thought in Europe and the United States. Although the domestic education field has been involved in it, but it lacks systematic and specialized research. This research used literature and historical documents to examine the development of the recapitulation theory by analyzing the Herbart, the German Herbart School and the American Herbart School’s exploration of applying the theory to school curriculum,Hall’s efforts to interpret the stages of children’s development and carry out children’s research based on the theory,and Dewey’s exploration of curriculum and teaching methods based on the theory of recapitulation. Based on this,the paper discusses the application and influence of the recapitulation theory in modern European and American educational theories. This study found that timeliness, applicability, and relevance are the important reasons why the recapitulation theory, has a lasting impact as an exogenous theory on modern European and American educational thoughts. The second and even repeated re-creation of the educator’s main body is the key to successfully learn from the theories and methods of related disciplines.