走出新与旧:重读巴格莱——从与杜威比较的视角看巴格莱的知识观与课程知识观  

A reinterpretation of Bagley from a comparative perspective by Dewey

作　　者：周逸先[1] 黄晓珠[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《河北师范大学学报（教育科学版）》2011年第12期20-25,共6页Journal of Hebei Normal University(Educational Science)

摘　　要：自杜威以来所确立的关于新旧教育的提法早已深入人心,而作为进步主义教育的反对一方,巴格莱的要素主义教育思想则多被人们视为是站在杜威及其实用主义教育对立面的旧教育。通过与杜威比较的视角分析巴格莱的知识观和课程知识观,认为用新旧教育的两分法简单地将巴格莱要素主义教育划入旧教育的做法并不恰当。事实上,巴格莱更应被看作是走出了杜威关于新旧教育的划分,试图摆脱主体主义二元论主体-对象二元对立的困境,从历史-现实的角度出发,为现代教育探寻了一条新的出路。The theory of new and traditional education by Dewey is normally viewed as opposing the education theory of essentialism by Bagley.This paper performs a critical analysis of Bagley in relation to knowledge and curricular knowledge from the comparison with Dewey.It is argued that it is inappropriate to conclude essentialism by the dichotomy of new or traditional education.Bagley explores over the modern education from historical viewpoint,thus getting away from the dilemma of the dichotomy and subjectivist dualism.

关 键 词：巴格莱 要素主义 杜威 主体主义二元论 课程知识观 

分 类 号：G40-059.3[文化科学—教育学原理]