杜威教育哲学在全球化时代的发展  

Development of Dewey's Educational Philosophy in the Globalized Era

作　　者：张红霞[1] 吕林海[1] 

机构地区：[1]南京大学教育研究院,南京210093

出　　处：《教育发展研究》2013年第17期64-70,共7页Research in Educational Development

基　　金：江苏省高校哲学社会科学研究重点项目"江苏高校本科拔尖创新人才培养模式研究"(2010ZDIXM018);美国密西根大学/香港中文大学杜祖怡教授发起的"医教结合提升国民素质"国际合作课题研究的阶段性成果

摘　　要：在适者生存规律的统治下,以"科学加民主"思想为核心的杜威教育理论引领了20世纪的世界教育理论与实践,但它在源于不同自然环境的儒学文化圈遇到了许多问题。然而在全球化时代,在仅仅依靠科技发展已经不能有效解决人口与资源之间矛盾及其带来的各种社会问题的背景下,儒家思想被重新认识。对于哈贝马斯的"交往行动"理论而言,儒家的"礼让"可以为其提供标准,并由此推动杜威学说的发展,即"科学加民主"的教育目标将发展到"科学加礼让"的新模式,但新模式应该以科学理性为基础,以保证对礼让的适时、适地、适度及程序进行合理判断。为此,在杜威经验式"探究"的基础上,对世界各种文化形态史进行"虚拟探究",应该成为全球化时代跨文化理解的核心教育内容,并以此统领历史、地理、语文等课程,与科学教育目标达成一致。Dewey＇s educational philosophy of ＂science and democracy＂ has dominated the 20th century. However, when the issue of population and resources constitutes a bottleneck for human progress in the globalized era, Confucius＇ forbearance and self-restraint doctrine, acted as the standard of Habermas＇ Communicative Action, would improve the Dewey＇s theory. In terms of educational aims, the principle of science and democracy needs to include Confucius＇s theory of forbearance and self-restraint which, however, should be based on scientific judgment for the time, place and degree to take action. On the basis of Dewey＇s practical experience, the exploration of various kinds of culture in the virtual sense is the core part of cross-cultural understanding, and it should integrate all other subjects so as to congruent with science and education objectives.

关 键 词：杜威哲学 科学与民主 儒学 全球化 人口与资源 

分 类 号：G40[文化科学—教育学原理]