夸美纽斯与杜威终身教育思想的比较及启示

A Comparative Study of the Lifelong Education Ideasof John Amos Comenius and John Dewey and Their Insights

夸美纽斯在《大教学论》和晚年著作《人类改进通论·泛教论》中,分两个阶段完成的七级学制构想,具有综合性、人文性和机械整体性的特征。同时“机械整体性”的观念将人们引入了“各阶段教育的加和等同于是终身教育”的认知误区,明晰七级学制带来的消极影响并探寻克服的方法十分必要。杜威“教育即生长”的理念展示了“生长”存在于生命的全过程,其中蕴含着“生命整体性”的终身教育思想,具有动态性、生成性、现时性的特征。夸美纽斯和杜威都强调要注重人终其一生的成长与发展,强调在实践中获取直接经验的价值,而二者的最大区别或许就在于“机械整体性”与“生命整体性”之根本差异。认清已有理论中存在的“机械整体性”并走出“机械整体性”的局限,坚持“生命整体性”的一元论才是必由之路。

The seven-level school system,as completed by Comenius in two stages through his Great Teaching Theory and his later works The General Theory of Human Improvement and the Pan-Teaching Theory,embodies characteristics of comprehensiveness,humanity and structural integrity.However,the concept of"structural integrity"may lead to a cognitive misunderstanding that each stage of education is equivalent to lifelong education,making it imperative to clarify the negative impacts of the seven-level school system and explore strategies for overcoming these challenges.Dewey's notion that"education is growth"suggests that"growth"occurs throughout one's entire life,encompassing the idea of lifelong education as integral to one's complete existence,characterized by dynamism,generativity and contemporaneity.Both Comenius and Dewey underscore the significance of ongoing personal growth and development as well as the value of acquiring direct experiential knowledge.The fundamental disparity between them lies in their contrasting views on"structural wholeness"versus"life wholeness".Recognizing the"mechanical holism"that exists in existing theories and breaking out of the limitations of"mechanical holism"is the only way to adhere to the monistic view of"biological holism".