On John Dewey’s Philosophy of Children’s Curriculum

doi:10.16382/j.cnki.1000-5560.2021.06.004

Abstract

Abstract:

Dewey’s philosophy of curriculum is the core of his whole philosophy of education. Dewey’s view of children’s curriculum is the basis of his whole philosophy of curriculum. The basic problem of philosophy of curriculum is the problem of relationship between subject-matter logic and psychological experience. Subject-matter logic itself is not children’s curriculum, but it has intrinsic connections to children’s psychological experience: both share one reality; both have the nature of experience. If the appropriate environment and conditions are provided, children’s psychological experience can grow up into subject-matter logic. Children’s psychological experience and subject-matter logic form “two limits” of instructional process. The process of growing from the former to the latter is a continuous reconstruction of experience. The meaning of children’s curriculum is subject-matter elements in children’s present experience and the psychological aspect of subject-matters, which are mutually related. The classification of children’s curriculum is based on the principle of differentiation of subject-matters from social life. The subject of psychologizing subject-matters is teachers. Teachers’ arts of curriculum development are mainly interpretation and guidance. In today’s information age, Dewey’s view of children’s curriculum is still vital and vigorous.

Key words: philosophy of curriculum, subject-matter logic, psychological experience, psychologizing, children’s curriculum, interpretation

Hua Zhang. On John Dewey’s Philosophy of Children’s Curriculum[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(6): 43-57.

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