杜威教育哲学论述的方法  

On Methods in Dewey's Philosophy of Education

作　　者：石中英[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育学报》2017年第1期3-9,共7页Journal of Educational Studies

摘　　要：作为百年来影响最大的教育哲学家,杜威是如何开展自己的教育哲学论述的?尽管杜威在自己的著作中没有对教育哲学的研究方法问题进行过专门的论述,但是他在展开自己的教育哲学论述过程中,综合使用了现象学方法、发生学方法、概念分析法、辩证法以及反省思维等多种方法。现象学的方法帮助杜威摆脱了传统哲学二元论的纠缠,确立了有意识的行动(或经验)在其教育哲学论述中的本体论地位。发生学的方法显示了杜威深受达尔文进化论思想的影响,关注到了各种事件的生成性、连续性和情境性,使得杜威的教育哲学论述更加贴近现实生活。各种概念分析方法的使用使得杜威逃脱了传统概念意义与用法的陷阱,并基于自己的实用主义立场赋予许多概念以崭新的意义。以上述方法为基础,杜威对辩证方法的应用也迥异于黑格尔的辩证方法,对许多概念关系的讨论不再囿于抽象的概念世界,而是深入到概念所指涉的行为及诱发这种行为的社会环境层面。至于反省思维方法更是直接地以人们行为中的困惑或问题为出发点,融科学的精神、哲学的精神与实践的精神为一体,消弭了科学与哲学的边界、理论与实践的隔阂、知识与行动的对立,形成了杜威教育哲学的独特风格。As one of the greatest philosophers of education in the past century,how did John Dewey develop his philosophical arguments on education？ Dewey didn＇t give any direct statements in this respect.Rereading his representative work Democracy and Education,we could conclude that he comprehensively used the methods of phenomenology,genetic,concept analysis,dialectics and reflective thinking etc.Phenomenological method helped Dewey get rid of the trap of dualism in philosophical tradition,and set up the ontological priority of intentional action in his philosophical arguments.Genetic method illuminated the significant influence of Darwinism on Dewey,and made his arguments to be more close to real life through emphasis on the becoming,continuity,and situationality of each event.Several approaches to concept analysis helped Dewey to overcome some traditional weakness concerning conceptions and their usages,and he defined many concepts in a new way from the standpoint of pragmatism.Based on the above methods,Dewey took use of dialectics in a different way from Hegel,discussing the relationships between concepts referring to the related actions and their social situation instead of confining to the abstract world.As for the method of reflective thinking,it begins from the real puzzles or problems in human life,and integrates the scientific and philosophical and practical spirit,which eliminates boundary between science and philosophy,the discrepancy between theory and practice,and the opposition between knowledge and action,standing for the most distinctive characteristic of Dewey＇s philosophy of education.

关 键 词：杜威 教育哲学 《民主主义与教育》 研究方法 

分 类 号：G40-02[文化科学—教育学原理]