“必要的乌托邦”:改造主义的“教育学想象力”  

“Necessary Utopia”: The Educational Imagination of Reconstructionism

作　　者：涂诗万[1] TU Shiwan

机构地区：[1]河南师范大学教育学部

出　　处：《现代教育论丛》2021年第4期3-19,90,共18页Modern Education Review

基　　金：2018年河南省社科规划年度项目“杜威教育思想批评史”(2018BJY016)。

摘　　要：改造主义被称为后进步主义教育哲学。布拉梅尔德是改造主义的缔造者和主要代言人。布拉梅尔德认为,进步主义教育代表文化自由主义,要素主义教育代表文化保守主义,永恒主义教育代表文化绝对主义。他则倡导以文化激进主义为特征的改造主义教育哲学。改造主义继承了进步主义、要素主义和永恒主义的丰富贡献,并有重要创新。非理性的"迷思"是改造主义的创新和特色,集中表现为目的论方面的乌托邦冲动和方法论中对非理性资源的重视。以非理性的"迷思"为特色的文化激进主义是改造主义的"教育学想象力"的核心。改造主义作为一个学派应者寥寥,而作为其核心的文化激进主义思潮却深入现代教育的骨髓。Reconstructionism is known as the post-progressive philosophy of education. As the founder and main spokesman of reconstructionism,Theodore Brameld pointed out that progressive education represents cultural liberalism,while essentialism education represents cultural conservatism and perennialism education represents cultural absolutism. On the other hand,he advocated reconstructionist philosophy of education characterized by cultural radicalism. Reconstructionism inherits the rich contributions of progressivism,essentialism and perennialism,and has made important innovations. Irrational "myth " is the innovation and characteristic of reconstructionism,which is mainly manifested in the utopian impulse in its teleology and the emphasis on irrational resources in its methodology. Cultural radicalism characterized by irrational "myth " is the core of the educational imagination of reconstructionism. As a school of thought,while reconstructionism has few disciples,cultural radicalism,as its core,has penetrated into the marrow of modern education.

关 键 词：布拉梅尔德 改造主义 文化激进主义 进步主义 要素主义 永恒主义 

分 类 号：G40-01[文化科学—教育学原理]