John Dewey and Character Education

Abstract

Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice.     

约翰·杜威论审美知觉

在杜威看来,审美知觉是对关系的认知,是一种创造性的过程,在审美知觉中始终渗透着想像与情感.如何充分利用各种教育合力丰富与培养学生的审美知觉不仅应是艺术教育的前提,更应是它的核心.     

从杜威看教育理论的原创建设

研探杜威教育理论的创新思路和特点。认为在理论建构上,杜威着力打造其理论的核心概念——“经验”,用辨证的方法透视现象,立足解决教育的现实问题;其理论来自美国当时的教育实践,而不是实用主义理论在教育领域的逻辑推演;从实践中来,到实践中去应该是教育理论产生重大影响的基本前提。这对我国教育改革和教育理论创新也有所启示。     

论杜威与中国教育改革

杜威在五四运动前后对中国的历史性访问极大地促进了中国社会与教育的民主化进程。他直接参与了1922年新学制与新课程改革,以及新教育改革。在中国面对启蒙与救亡两大历史主题的紧要关头,杜威的选择是:以启蒙为目的,为救亡而努力,像中国人那样思考,追求东方教育民主。在保守主义与激进主义两大思潮的对垒中,杜威选择了"第三哲学",由此促进了中国式自由主义的发展。杜威的民主思想和教育哲学与我国百年教育改革的历史发展存在内在联系。杜威依然"活在"今日中国。创造性阐释杜威对我国在信息时代实现"东方启蒙"和"东方教育民主"具有重大意义。     

约翰·杜威的职业教育思想

约翰·杜威(John Dewey,1859-1952)是美国著名的哲学家、教育家,他所处的时代正值美国由农业社会向工业社会的转型时期。杜威出生后不久,美国就爆发了南北战争,战后加快了工业化发展进程,到1900年,美国一跃而成为世界第一经济大国。工业经济的发展吸引了大量农村劳动力和新移民,他们定居在城市,加快了美国城市化的步伐。于是,美国产生了一种全新的文明——城市工业文明。在社会转型的背景下,美国涌现出了大量的问题,教育就是其中的一个重要方面。美国经济的迅猛发展,虽然为19世纪末20世纪初的教育提供了良好的物质条件。然而,面对新形势,美国传统教育的弊端不断暴露出来:学校与社会脱节,课程与现实生活脱节,教学模式呆板……杜威在对美国社会转型对教育提出的新要求进行深思熟虑的基础上,以实用主义哲学为基础,结合自己的教育实践,提出了实用主义教育思想,形成了实用主义教育理论体系。其中,职业教育思想是实用主义教育思想的一个重要内容。     

Scapegoat: John Dewey and the character education crisis

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education.     

杜威与美国的儿童研究运动

在19世纪至20世纪的美国教育中,约翰·杜威不仅是美国进步教育的领袖,也是儿童研究运动的重要代表人物之一.在美国儿童研究运动中,杜威参与其中,关注运动的进程,为运动的健康发展做出了重要贡献.杜威参与美国儿童研究运动的经历及其思考不仅成为他教育思想和实践的组成部分,也成为现代教育形成和发展的重要内容之一.