从杜威的"教育即生活"到陶行知的"生活即教育

From "Education is Life"(Dewey) to "Life is Education"(TAO Xing-zhi)

杜威从实用主义立场出发,主张"教育即生活",强调道德教育应贯穿于学校的全部生活中,要求学校社会生活化,将学校作为一种社会生活方式。陶行知则针对当时中国教育太重书本,与生活没有联系的实际情况,提出了"生活即教育"的理论。两种理论虽然字面上相对,但也是可以互相沟通。他们都强调生活与教育的一致性,突出生活的教育意义,只不过陶行知理论的内涵大大超过了杜威的教育理论。两位教育家对道德教育主客体关系的认识对于我们今天的德育仍不乏积极的借鉴意义,既要主动了解德育客体,重视他们的思想变化,又要重视对他们的教育,启发我们的德育工作从内容到方法都要随着社会的变革而做相应的变革。

The thesis initially probes into the problem on the basis of the subject and object relation of morality education depending on the two proposition of 'Education is Life'(Dewey) to 'Life is Education'(TAO Xingzhi).The thesis intends to express that we can still draw lessons from their morality thought for the present ideological education work. Keys words:morality education; center of object; unity of subject and object