教育、社会与人性的三重变奏——杜威与布迪厄教育理念刍议  

On the Educational Philosophy of Dewey and Bourdieu

作　　者：张伟[1] 

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《北京社会科学》2016年第5期103-110,共8页Social Sciences of Beijing

基　　金：北京市哲学社会科学规划重点项目(13JYA003)

摘　　要：基于对教育、社会与人性的不同理解,杜威和布迪厄分别构建其各自取向不同的教育理念体系:杜威从政治哲学与哲学人类学出发,将教育看成是建设民主社会与实现人性成长的现实手段;布迪厄则从社会实践理论与批判社会学入手,将教育看成是进行文化再生产和个体争夺利益的权力场域。杜威与布迪厄对于教育、社会与人性三者复杂关系的揭示,为后人理解教育的本质提供了助益。Dewey and Bourdieu established different educational system based on their different understanding of education, society and humanity. From the perspective of political philosophy and philosophical anthropology, Dewey viewed education as an ideal means of a democratic society building and human growth. However, from the point of social practice theory and critical sociology, Bourdieu viewed education as a kind of cultural reproduction and the power field of individual interests competition. Dewey and Bourdieu revealed the complex relations among educational, social and human, which provided assistance to the understanding of the essence of education.

关 键 词：杜威 布迪厄 民主教育 文化再生产 

分 类 号：G40-09[文化科学—教育学原理]