工业社会、民主与教师专业精神——纪念杜威名著《民主与教育》出版一百周年  

Industrial Society,Democracy and Teachers' Professional Spirit:To Celebrate the 100th Anniversary of John Dewey's Democracy and Education

作　　者：丁永为[1] 

机构地区：[1]首都师范大学教育学院,北京100048

出　　处：《教育学报》2016年第1期94-103,共10页Journal of Educational Studies

摘　　要：杜威对工业社会中民主与教育关系的认识存在一个渐进的过程。1894年,杜威开始尝试讨论三者关系。1903年,杜威突破此前的技术与适应视界,开始使用权力与控制的视角研究三者关系。基于这一视角,杜威首先要求教育管理者向教师赋权,保障教师的教学自由,随后提出教师的"专业精神"概念,呼吁教师直接参与社会改革,践行公民自由。《民主与教育》提出了要把民主的发展与工业的改造和教育的变革结合起来的使命,而对于这个任务应该由谁来完成,他们应该具备什么样的意识和精神,以及怎么完成,如何突破教育管理体制的束缚等问题却被悬置起来,成为其前后教育思想发展中的一次明显断裂。For Dewey,there was a gradual process to understand the relationship between democracy and education in the industrial society.In 1894,Dewey began to try to discuss their relations.In 1903,Dewey made a breakthrough from the previously technology and adaptation viewpoint,and started to research their relations from the power and control angle of view.Based on this perspective,first of all,Dewey held that educational administrators should empower teachers and ensure teachers＇ teaching freedom.Then,Dewey put forward the concept＂professional spirit＂,and appealed teachers to directly participate in social reforms and perform civic freedom.Democracy and Education raised the vocation of integrating the democratic development,industrial transformation and educational reform together.As for who should accomplish this task,with what kind of consciousness and spirit,and how to complete it,as well as how to break the bondage of the bureaucracy in education,there was no answer.This became an obvious crack in the development of Dewey＇s educational thought.

关 键 词：工业教育 《民主与教育》 杜威 教师专业精神 教学自由 公民自由 

分 类 号：G529[文化科学—教育学]