从“大历史”的角度重读杜威  

The Understanding of Dewey's Theory from the View of Macro-history

作　　者：苏鸿[1] 

机构地区：[1]广东教育学院教育系,广东广州510303

出　　处：《广东教育学院学报》2007年第2期42-46,共5页Journal of Guangdong Education Institute

摘　　要：杜威的思想对中国的教育改革仍然发挥着持续深刻的影响,但是既有的诠释框架却存在着保守性与片面性,并导致对杜威思想的种种误解与误读。只有在“大历史”的视域中,杜威思想的时代意义才能向我们敞亮。具体来说,杜威的思想适应了现代社会从静态转向动态、由封闭走向开放的深刻变革,其民主主义的教育立场和生成取向的思维方式仍是今后中国教育改革的行动指南。Dewey＇s theory has an important effect on the development of our education. But the present exposition of Dewey＇s theory remains conservative and one sided, which leads to misconception and misunderstanding. Only from the perspective of macro-history, can we fully understand the meaning of times in Dewey＇s theory. In other words, Dewey＇s thought is adjusted to the revolution evolving from the static to the dynamic, the closed to the open state. His views of democratic education and his generative mode of thinking serve as a guide to China＇s education reform.

关 键 词：大历史 杜威 开放 封闭 

分 类 号：G40-06[文化科学—教育学原理]