基本理论与基本问题

作为社会理论的“做中学”——深化杜威研究的一个新尝试

  • 涂诗万 ,
  • 朱凯
展开
  • 河南师范大学教育学部,河南新乡 453007

网络出版日期: 2023-05-30

基金资助

全国教育科学规划2019年度国家一般项目“杜威教育思想批评史(1896—2019年)”(BOA190042)

“Learning by Doing” as a Social Theory: A New Attempt to Deepen Dewey Research

  • Shiwan Tu ,
  • Kai Zhu
Expand
  • Faculty of Education, Henan Normal University, Xinxiang 453007, China

Online published: 2023-05-30

摘要

“做中学”背后隐藏的是今古之变的时代问题,是前现代社会向现代社会过渡的“社会转型问题”。杜威是致力于解决社会转型问题的一个“策略行动者”。其“做中学”理论面对社会转型中的冲突,并通过解决这些冲突实现社会的进步。从社会理论视角看,它的基础是冲突论。“做中学”的社会理想是建设基于地方自治的现代民主公民社会,正是在这个意义上,“做中学”的“做”是“交流、交往、合作”和“实验”,还指“学生自治”。真正的“做中学”是在意义感通的自治共同体中通过“做”去“学”,在意趣盎然的深度民主生活中学。 因此,“做中学”不仅是一种教育理论,而且是一种以冲突论为核心的、致力于解决社会民主转型问题的社会理论。

本文引用格式

涂诗万 , 朱凯 . 作为社会理论的“做中学”——深化杜威研究的一个新尝试[J]. 华东师范大学学报(教育科学版), 2023 , 41(6) : 14 -25 . DOI: 10.16382/j.cnki.1000-5560.2023.06.002

Abstract

What is hidden behind learning by doing is the era’s problem of change of ancient and modern, and the social problem of transformation from pre-modern society to modern society. John Dewey is a strategic agent committed to solving the problem of social transformation. His theory of learning by doing faces the conflicts arising in social transformation and promotes social progress by solving these conflicts. From the perspective of social theory, it is based on conflict theory. The social ideal of learning by doing is to build democratic communities based on local autonomy. It is in this sense that the “doing” of learning by doing is communication, intercourse, cooperation and experimentation, and also refers to student autonomy. The real learning by doing is to “learn” by “doing” in an autonomous community with a shared meaning, and to learn in the deep democratic life with high interest. So, learning by doing is not only an educational theory, but also a social philosophy with conflict theory as its core and devoted to solving problems of social transformation towards democratic communities.

参考文献

null 达伦多夫, 拉尔夫. (2016). 现代社会冲突.(林荣远,译). 北京: 中国人民大学出版社, 36.
null 单中惠. (2002). “从做中学”新论. 华东师范大学学报(教育科学版), (3).
null 杜威, 约翰. (1965). 人的问题. (傅统先, 邱椿,译). 上海: 上海人民出版社, 8.
null 杜威, 约翰. (2001). 民主主义与教育. (王承绪, 译). 北京: 人民教育出版社, 2001.
null 杜威, 约翰. (2005). 学校与社会?明日之学校. (赵祥麟, 任钟印, 吴志宏, 译). 北京: 人民教育出版社.
null 杜威, 约翰. (2015). 新旧个人主义. 载杜威, 约翰. 杜威全集·晚期著作·第5卷: 1929—1930 . (孙有中, 战晓峰, 查敏, 译). 上海: 华东师范大学出版社, 49.
null 黄炎培. (1913a). 学校教育采用实用主义之商榷(续). 时事新报(上海), 1913−10−26(4).
null 黄炎培. (1913b). 学校教育采用实用主义之商榷(续). 时事新报(上海), 1913−10−23(4).
null 黄炎培. (1913c). 学校教育采用实用主义之商榷(续). 时事新报(上海), 1913−11−30(4).
null 李猛. (2012). “社会”的构成: 自然法与现代社会理论的基础. 中国社会科学, (10).
null 刘云杉. (2021). 童子操刀: 建构主义知识观下的批判性思维. 北京大学教育评论, (4).
null 罗蒂, 理查德. (2006). 筑就我们的国家: 20世纪美国左派思想.(黄宗英, 译). 北京: 生活?读书?新知三联书店, 33.
null 孟宪承. (2007). 教育哲学三论. 华东师范大学学报(教育科学版), (3): 6.
null 苏国勋. (2016). 理性化及其限制. 北京: 商务印书馆, 373.
null 唐君毅. (2005). 人文精神之重建. 桂林: 广西师范大学出版社, 292.
null 滕大春. (2005). 外国教育通史(第5卷). 济南: 山东教育出版社, 261.
null 滕尼斯, 斐迪南. (2010). 共同体与社会: 纯粹社会学的基本概念. (林荣远, 译). 北京: 北京大学出版社, 45.
null 涂诗万. (2014). 杜威教育思想的形成. 杭州: 浙江教育出版社, 89?90.
null 涂诗万. (2016). 理智的诚实: 杜威的人格精神. 教育学报, (3): 91.
null 涂诗万, 姚文峰. (2021). 现代性的隐忧: 杜威道德教育思想的演变——兼与高德胜教授、刘长海教授商榷. 教育研究, (7): 109?110.
null 王建勋. (2008). 自治二十讲. 天津: 天津人民出版社, 118.
null 威斯布鲁克, 罗伯特. (2010). 杜威与美国的民主. (王红欣, 译). 北京: 北京大学出版社, 198.
null 袁刚, 孙家祥, 任丙强. (2004). 民治主义与现代社会: 杜威在华讲演集. 北京: 北京大学出版社.
null 约阿斯, 汉斯, 克诺伯, 沃尔夫冈. (2021). 社会理论二十讲. (郑作彧, 译). 上海: 上海人民出版社, 161.
null Curren, Randall. (ed. ). (2003). A companion to the philosophy of education. MA, USA: Blackwell Publishing Ltd, 237?238.
null Dewey, John. (1972). My pedagogic creed. In Boydston, Jo Ann (ed. ). The early works of John Dewey, 1882—1898(vol. 5: 1895—1898). Carbondale and Edwardsville: Southern Illinois University Press, 90.
null Dewey, John. (1977). The bearings of pragmatism upon education. In Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924(vol. 4: 1907—1909). Carbondale and Edwardsville: Southern Illinois University Press, 185?188.
null Dewey, John. (1979). Schools of To-Morrow. In Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924(vol. 8: 1915). Carbondale and Edwardsville: Southern Illinois University Press.
null Dewey, John. (1980). Democracy and education. In Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924 (vol. 9: 1916). Carbondale and Edwardsville: Southern Illinois University Press.
null Dewey, John. (1982). Reconstruction in philosophy. In Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924 (vol. 12: 1920). Carbondale and Edwardsville: Southern Illinois University Press, 151.
null Dewey, John. (1983). Human nature and conduct. In Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924(vol. 14: 1922). Carbondale and Edwardsville: Southern Illinois University Press, 148.
null Dewey, John. (1984a). From absolutism to experimentalism. In Boydston, Jo Ann (ed. ). The later works of John Dewey, 1925—1953 (vol. 5: 1929—1930). Carbondale and Edwardsville: Southern Illinois University Press, 155.
null Dewey, John. (1984b). The public and its problems. In Boydston, Jo Ann (ed. ). The later works of John Dewey, 1925—1953 (vol. 2: 1925—1927). Carbondale and Edwardsville: Southern Illinois University Press.
null Dewey, John. (1988). Freedom and culture. In Boydston, Jo Ann (ed. ). The later works of John Dewey, 1925—1953 (vol. 13: 1938—1939). Carbondale and Edwardsville: Southern Illinois University Press.
null Dewey, John. (1989). Introduction to Problems of men: The problems of men and the present state of philosophy. In Boydston, Jo Ann (ed. ). The later works of John Dewey, 1925—1953 (vol. 15: 1942—1948). Carbondale and Edwardsville: Southern Illinois University Press, 169.
null Frankel, Charles. (1977). John Dewey’s social philosophy. In Cahn, Steven M. (ed. ) New studies in the philosophy of John Dewey. Hanover, New Hampshire: The University Press of New England, 9.
null Hook, Sidney. (1979). Introduction[M]//Boydston, Jo Ann (ed. ). The middle works of John Dewey, 1899—1924 (vol. 8: 1915). Carbondale and Edwardsville: Southern Illinois University Press, xxxiii.
null Lichtenstein, P. M. (1985). Radical liberalism and radical education: A synthesis and critical evaluation of Illich, Freire, and Dewey. American Journal of Economics and Sociology, 44(1), 39?53.
null Rousseau, Jean-Jacques. (1979). Emile: or on education. Translated by Allan Bloom. New York: Basic Books, 171.
null Siedentop, Larry. (2014). Inventing the individual: The origins of western liberalism. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 95.
文章导航

/