论儿童哲学与杜威实用主义教育思想的关系  

The Relationship Between Philosophy for Children and John Dewey’s Pragmatic Thoughts on Education

作　　者：高振宇[1] GAO Zhen-yu(Jinghengyi School of Education,Hangzhou Normal University,Hangzhou 311121,China)

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311121

出　　处：《教育学报》2021年第4期32-44,共13页Journal of Educational Studies

基　　金：国家社会科学基金项目“近代中国儿童学学术史研究”(项目编号:18CZS036)的研究成果。

摘　　要：儿童哲学主要是在继承和发展杜威实用主义教育思想基础上形成的,因此剖析两者之间的内在联系至关重要。从李普曼的自传式记录中即可发现杜威在实践、艺术、逻辑等方面的思想对其创立儿童哲学产生了重要影响。而从具体的理论观点来看,在教育即生长、儿童是天生的哲学家、哲学的理论与实践品格、思维的意义及在学校教育中的核心地位、学习与探究团体的关系等议题上,儿童哲学直接受到了杜威思想的影响,但又在不同层面上实现了对后者的超越与发展。未来的研究者若要真正了解儿童哲学,有必要走进杜威的思想世界,并在此基础上结合教育学领域其他理论流派的观点,丰富和发展儿童哲学的理论体系,以此更好地指导学校教育的实践。Philosophy for Children(P4C)was founded by Matthew Lipman on the basis of the inheritance and development of John Dewey’s pragmatic thoughts on education,therefore analyzing the relationship between both is of great significance.From Lipman’s autobiographic writing,we discover that John Dewey’s thoughts on the practice,art and logic have strong influence on the establishment of P4C.Specifically speaking,both of them share similar understandings on the statement of education as growth,children born as philosophers,the definition of philosophy and its relationship with education,the meaning of thinking and its centrality in schooling,the relationship between learning and the community of inquiry.And at many levels the P4C has made creative development on Dewey’s educational theory.Therefore,we suggest that researchers enter into the spiritual world of John Dewey,if they really want to know clearly about P4C,and further develop the theoretical system of P4C so that the school-based practice could be better informed.

关 键 词：儿童哲学 杜威 李普曼 探究团体 实用主义 

分 类 号：G40-02[文化科学—教育学原理]