课程·经验·艺术——杜威课程思想的美学意蕴  

Curriculum,Experience and Arts:The Aesthetic Meanings of John Dewey's Curriculum Ideas

作　　者：张俊列[1] 金心红[2] 

机构地区：[1]陕西师范大学教育学院,西安710062 [2]西南大学教育学部,重庆400715

出　　处：《教育学报》2015年第5期65-71,共7页Journal of Educational Studies

基　　金：教育部人文社科青年基金项目"课程美学的理论建构及其实践机制研究"(项目编号:14YJC880111);中央高校基本科研业务专项资金项目"课程美学的理论建构研究"(项目编号:14SZYB05)的阶段性成果;国家留学基金资助

摘　　要：近一二十年来,杜威的美学思想受到了西方学术界的重视,而这一点往往被中国的教育学术界所忽略。缺少了美学的高度,杜威的思想将会被矮化甚至误解。因此,在考察杜威思想命运的基础上,以杜威的课程思想为例,通过课程与经验、艺术三者逻辑关系的探讨,揭示杜威课程思想的美学意蕴,阐明课程即艺术的内生逻辑。杜威课程美学思想的价值与意义在于超越了现代性与后现代性的二元对立,使两者同时找到出路。走向美的融合,以审美认识论为基础,将是课程理论发展的新方向。In the past decades,Dewey＇s aesthetics has received great attention from Western academy,which however is often neglected by the education academy in China.Being lack of a perspective of aesthetics,Dewey＇s thought will be dwarfed or even misunderstood.Therefore,Based on the fate of Dewey＇s thoughts,by taking the example of Dewey＇s curriculum,the paper explored the relationships among curriculum,experience and arts,revealed the aesthetic meanings of Dewey＇s curriculum ideas,and interpreted the logical of curriculum as arts.Finally,the paper points out that the value and significance of Dewey＇s curriculum aesthetic ideas go beyond the binary opposition between modernity and post-modernity,which helped both find a way out.The paper suggested that aesthetic integration on the basis of aesthetic epistemology would be the new direction of the curriculum theoretical development.

关 键 词：杜威 经验 课程 美学 艺术 

分 类 号：G426[文化科学—课程与教学论]