Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in ...Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in traditional schools gives credence to the latter trend. For instance, in 2000 Taiwan＇s Ministry of Education decided to eliminate moral education as a required subject from the national school curriculum and suggested that all schools and teachers should infuse morality into the school culture as a whole. More than a decade has passed, and many people question whether schools have been infused with morality. Some even suggest that not teaching morality in schools has led to an eroding of moral standards in society at large. In light of this controversy, in this paper, I take a close look at Dewey＇s conception of the nature of morality, and in particular, his distinction between reflective and customary morality. Drawing on Dewey＇s own moral struggles in life to illustrate his major contentions, I explore what Dewey means by moral reflection, dramatic rehearsal, and growth. Finally, I argue for the importance of committed moral values as the foundation for realizing Dewey＇s ideal of reflective intelligence. Overall, I aim to unpack the underlying assumptions in Dewey＇s ideas in order to renew his lessons for moral education today.展开更多
This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special vers...This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special version of evolutionism, namely, it-is-up-to-us-ism. However, it is then argued clearly that their understandings of evolutionism are very different from each other and that it is just because of this difference that later Hu Shi＇s thought had to give way to Marxism in China. The first two parts tell us that John Dewey＇s philosophy, influenced by Hegel＇s philosophy and inspired by Darwin＇s evolutionary theory, is a critique of the traditional contemplative philosophy. It is about how to sustain our commitment to experience in the situation where the given End of life has been shattered, that is, it is the philosophy about democracy. The last two parts argue that Hu Shi did not derive this problem consciousness fi-om Dewey. He tried to insert Dewey＇s theory of intelligent inquiry into the special, Chinese version of evolutionism, it-is-up-to-us- ism. In this way, he did not see the key issue in Dewey＇s philosophy of democracy. This finally led to his inability to solve the problem of how to unify and motivate the Chinese people.展开更多
文摘Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in traditional schools gives credence to the latter trend. For instance, in 2000 Taiwan＇s Ministry of Education decided to eliminate moral education as a required subject from the national school curriculum and suggested that all schools and teachers should infuse morality into the school culture as a whole. More than a decade has passed, and many people question whether schools have been infused with morality. Some even suggest that not teaching morality in schools has led to an eroding of moral standards in society at large. In light of this controversy, in this paper, I take a close look at Dewey＇s conception of the nature of morality, and in particular, his distinction between reflective and customary morality. Drawing on Dewey＇s own moral struggles in life to illustrate his major contentions, I explore what Dewey means by moral reflection, dramatic rehearsal, and growth. Finally, I argue for the importance of committed moral values as the foundation for realizing Dewey＇s ideal of reflective intelligence. Overall, I aim to unpack the underlying assumptions in Dewey＇s ideas in order to renew his lessons for moral education today.
文摘This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special version of evolutionism, namely, it-is-up-to-us-ism. However, it is then argued clearly that their understandings of evolutionism are very different from each other and that it is just because of this difference that later Hu Shi＇s thought had to give way to Marxism in China. The first two parts tell us that John Dewey＇s philosophy, influenced by Hegel＇s philosophy and inspired by Darwin＇s evolutionary theory, is a critique of the traditional contemplative philosophy. It is about how to sustain our commitment to experience in the situation where the given End of life has been shattered, that is, it is the philosophy about democracy. The last two parts argue that Hu Shi did not derive this problem consciousness fi-om Dewey. He tried to insert Dewey＇s theory of intelligent inquiry into the special, Chinese version of evolutionism, it-is-up-to-us- ism. In this way, he did not see the key issue in Dewey＇s philosophy of democracy. This finally led to his inability to solve the problem of how to unify and motivate the Chinese people.
