基本理论与基本问题

两种对立的教育本质观:解析伊万·伊利奇对杜威的批评

  • 涂诗万
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  • 河南师范大学教育学部,河南新乡 453007

网络出版日期: 2024-11-22

基金资助

国家社会科学基金教育学一般项目“汇通与分歧:马克思和杜威教育思想比较研究”(BAA230054)。

Two Opposing Views on the Essence of Education: An Analysis of Ivan Illich’s Criticism of John Dewey

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

Online published: 2024-11-22

摘要

伊万?伊利奇批评以杜威为代表的启蒙运动以来的主流教育思想。伊利奇对杜威的批判发生在“长1960年代”,这个时代的特点是“反文化”。伊利奇的思想与“反文化”密切相关。伊利奇批评杜威忽视、容忍或助长了现代学校教育的三种隐性课程:“控制和强迫”“升级和进步”及 “欲望与期待”。伊利奇认为这些隐性课程揭示了现代学校教育的真相。从此批评中可以看出伊利奇与杜威相左的教育本质观。伊利奇发现,现代学校教育实际上是一种制造神话的仪式,它背离了人类应然教育的本质。这种背离是“价值建制化” 的结果,同时也促使社会上其他价值建制化,从而使得整个社会变成“学校化社会”。“价值建制化”与自由理念相悖。杜威认为,人类应然的教育本质内含三个维度:以自我实现为中心的教育、作为政治—伦理教化的教育和作为闲暇的教育。不同的教育本质观是不同的社会理想的产物。杜威的社会理想是社会之中的理想,伊利奇的社会理想是超越社会的理想。因此,杜威将人的社会化作为人类教育的本质,而伊利奇则将启迪人的超越性作为人类教育的本质。

本文引用格式

涂诗万 . 两种对立的教育本质观:解析伊万·伊利奇对杜威的批评[J]. 华东师范大学学报(教育科学版), 2024 , 42(12) : 82 -98 . DOI: 10.16382/j.cnki.1000-5560.2024.12.004

Abstract

Ivan Illich criticized the mainstream of educational thought represented by John Dewey since the Enlightenment. Illich’s critique of Dewey took place in the “Long 1960s,” an era characterized by “counter-culture.” Ivan Illich’s ideas are closely related to “counter-culture”. Ivan Illich criticized John Dewey for ignoring, tolerating or fostering three hidden curricula of modern schooling: “control and compulsion” “escalation and progress” and “desire and expectation” Illich argued that these hidden curricula revealed the true nature of modern schooling. From this criticism, we could see their different views of the nature of education. Ivan Illich found that modern schooling is actually a myth-making ritual, It deviated from the essence of human education. It is the result of the institutionalization of values, and it also promotes the institutionalization of other values in the society, thus making the whole society become a “schooled society”. The institutionalization of values is at odds with the idea of freedom. John Dewey believed that the essence of human education should contain three dimensions: schooling centered on self-realization, schooling as political and ethical culture, and schooling as leisure. Different views on the essence of education are the products of different social ideals. Dewey’s social ideal is the ideal in society, and Illich’s social ideal is the ideal beyond society. Therefore, Dewey regards socialization as the essence of human education, while Illich regards enlightening the transcendence of human as the essence of education.

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