白璧德与杜威之争:对杜威教育哲学的重估  

The Debate Between Babbitt and Dewey: Revaluation of Dewey's Educational Philosophy

作　　者：冯嘉慧[1] FENG Jiahui(The Institute of Curriculum and Instruction,East China Normal University,Shanghai 20006)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《比较教育研究》2018年第8期48-53,共6页International and Comparative Education

摘　　要：关注西方学者尤其是美国学者对杜威教育哲学所提出的学术批评,可为中国学者更准确地理解杜威教育哲学的得失提供更冷静的研究视角。白璧德与杜威之争主要包括三个分歧。从白杜之争的视角来看,杜威教育哲学至少在三方面值得关注和重新评估:当杜威以一元论哲学反对各种形式的二元论教育哲学时,这种一元论容易把个人本该承担的责任推卸给社会或他人;当杜威从民主主义的视角来建构其教育哲学体系时,需要谨慎处理一与多的关系,尽量避免过度浪漫的情感主义;当杜威将进化论作为其教育哲学的基本视角时,需要谨慎对待这种进化论所激发出来的"古今之争"。In order to provide a sober perspective for Chinese scholars to understand the gains and losses of Dewey＇s educational philosophy more accurately, this study focuses on the academic criticism of Dewey＇s educational philosophy put forward by western scholars, especially American scholars. The debates between Babbitt and Dewey include three divergences. From the perspectives of the debate between Babbitt and Dewey, Dewey＇s philosophy of education is worth paying attention and re-evaluating at least in three aspects. When Dewey opposes the philosophy of dualism in various forms with the philosophy of monism, this monism can easily unload the responsibility of the individual to the society or others. When Dewey constructs his philosophy of education from the perspective of democracy, he needs to deal with the relationship between one and the many, and tries to avoid excessive romantic emotivism. When Dewey regards evolutionary theory as the basic perspective of his philosophy of education, we need to be cautious about the ancient and modern debate.

关 键 词：白璧德 杜威 一元论 理性主义 

分 类 号：G40-02[文化科学—教育学原理]