杜威“艺术即经验”之解读

在杜威看来,艺术是实在的,而不是抽象的;艺术是形式与体验的统一;艺术是手段与目的的统一:艺术是经验与自然的统一.杜威的艺术观改变了西方自文艺复兴以来的艺术观念,使艺术从形而上开始向形而下发展,颠覆了中世纪以来的神秘主义艺术论.     

杜威科学精神之评述

杜威的哲学思想体系里面体现了西方历史文化所特有的科学精神。其科学精神是受到近现代哲学理性主义和近现代自然实验科学发展的深刻影响而形成的,是近代科学实验精神在其哲学思想领域的反映和表现。其科学精神可以从4个方面给予说明:1,求真精神:2,求实精神;3,理性精神;4,批判和怀疑精神。     

试论杜威以“过程”为核心的教育思想

文章试图以“过程”概念为切入点,从思维和经验的侧面来阐述杜威的教育思想。作者认为在过程与结果的较量中,杜威站在前者的立场上、从而使其教育思想具有浓厚的“过程”哲学的意蕴。同时,这一倾向也具有其历史意义和现实价值,尤其对中国当代的教育改革将产生一定的影响。     

杜威实用主义美学与“审美无利害”原则

康德为美学所确立的“审美无利害”的原则曾是审美现代性的基石之一,而杜威的实用主义美学从经验自然主义出发,系统地否定了“审美无利害”的原则。康德确立这一原则,是希望通过审美来弥合主客体的分立,而杜威否定和批判这一原则,是为了维护审美的多元个性和鲜活生动的审美经验。他们其实都属于审美现代性的范畴,只不过从不同维度出发而已。二者在这一原则的对立上,再一次体现了现代性的自我批判和自我否定的特性。     

What is Wrong with Using Textbooks in Education?

In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls ‘consummatory experience’ is thwarted. In order to unpack this thesis, Dewey’s pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elucidated by referring to two modes of time: chronological and phenomenological. Subsequently, the relation between teaching and consummatory experience is elucidated to uncover the reason why using textbooks is counterproductive.     

杜威教育思想的发生学探讨

杜威的教育思想被认为具有很高的原创性,但思想的原创性并不意味着它毫无来源与轨迹。杜威教育思想中的连续性、互动、民主、经验等核心概念的生成不仅受时代与社会环境的影响,而且具有心理学、哲学和其他理论思想的渊源。同时,杜威个人的生活世界也是影响其思想观念的重要因素。     

杜威教育理论的构建、启示与反思

杜威实用主义教育观建立在实用主义哲学之上,并且把民主思想和教育密切联系起来;在教育方法论上认为教育从经验中产生,其“从做中学”的强调实践的教学方法,体现了现代教育的特征。同时探讨杜威教育理论对中国当代教育实践的启示并对其局限性进行反思。     

Should education be transformative?

ABSTRACT

It has become commonplace within the educational research community to invoke the transformative power of education. The call to adopt a ‘transformative’ approach to teaching and learning can be heard in fields as different as adult education and school leadership and as estranged as social justice education and educational psychology. While there is undoubtedly great promise in the idea of transformative education, the fact that it involves deep psychological restructuring on the part of the student requires ethical justification. In this article, I analyze the three most pressing ethical problems that arise within a transformative educational environment: the problems of transformative consent, controversial direction and transformative trauma. In the concluding section, I argue that this ethical analysis urges us to adopt an approach to transformative education as a process of initiation.     

Epistemology, Science, and Moral Practice

Two features of discussions on epistemology in the social sciences and education are examined. One is the depiction of science by its critics, the other is the separation of scientific inquiry and ethics. I describe science as very human and very fallible, but also very successful. Contrary to critics, science is not a search for eternal truth or an ultimate reality, rather it is tentative, self-corrective, and growing. Other anti-science arguments are also explored.The separation of ethics from the methods and subject matter of science by critics is seem as a fatal flaw. Ethical problems arise in concrete situations so that moral choices are contextual, requiring inquiry and reflection about options and their potential consequences. Here inquiry is directed toward the most desirable outcomes available.     

试论杜威实用主义德育理论与我国学校德育的走向

杜威在经验、实验和民主的哲学基础上,提出了以培养良好公民品格为目的,以儿童的社会生活为内容,以学校生活、教法和课程一体化为手段等一套完整的道德教育理论,影响着当今我国学校道德教育的实践。学校德育应通过学生主体地位的彰显、道德教育方法的重构,让道德教育回归生活,从而发挥出道德教育的真正价值。     

从杜威教育哲学论服务学习的理论基础与本土化

杜威的教育哲学思想是服务学习理念产生的根源与理论基础。服务学习的设计与实施要素,正是杜威的经验教育对学习过程的最佳表述;杜威教育哲学中的教育民主观则为服务学习的产生与蓬勃发展打下了坚实的思想基础。杜威教育哲学思想还为我们今后研究服务学习提供了四条基本的理论框架。当前服务学习在我国无论是理论还是实践都处于起步阶段,为防止服务学习理念的异化,一定要确立\"在包容中借鉴,在责任中服务\"的观念。     

论杜威经验课程理论及其现代启示

作为进步教育的倡导者和实践者,杜威的教育思想对世界教育产生了重大的影响,特别是经验课程理论始终贯穿在其教育思想中,从教育的本质、目的到方法无处不见“经验”概念的影子。杜威的经验课程理论对我国当前的基础教育课程改革具有一定的启示。     

审美人类学：超越浪漫主义的美学

我国文艺理论深受康德以来的浪漫主义美学的影响,这不利于文论的建设与发展。在形而下转向的背景下兴起的审美人类学,以日常生活的审美经验为基础,研究广大民众的审美需要,注重理论与现实的联系,从而有可能超越浪漫主义美学。