杜威的社会公正思想及其在当今进步学校的实践  

Dewey’s Ideas of Social Justice and its Practice in Today’s Progressive Schools

作　　者：王夫艳 WANG Fuyan(Institute of International and Comparative Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062

出　　处：《外国教育研究》2021年第11期33-47,共15页Studies in Foreign Education

基　　金：国家社会科学基金“十三五”规划教育学一般课题“社会公正与教师教育的道德责任研究”(课题批准号:BEA170108)。

摘　　要：公正是社会发展的理想愿景,教育是实现社会公正的必要条件。面对多元、差异的学生群体,社会公正是当前教育所面对的根本挑战之一。杜威将"民主主义"和"生长"结合,所提出的个人各种各样能力的解放、平等的发展机会等公正理念是解决当今教育中社会公正问题不可或缺的思想资源。杜威的社会公正思想被当今诸多进步学校所践行:秉持促进社会公正的使命和愿景;聚焦个体差异,培养学生的社会公正素养;基于学生多样性,践行文化回应式教学。杜威的社会公正思想深刻地把握了社会变革与教育变革的关系,对我国学校教育改革有诸多启发:正视学校的多元文化现实,力担社会公正的教育使命;确立教师的战略地位,提升教师为社会公正而教的素养。Justice is an ideal of social development and education is a necessary condition for the realization of social justice.Facing diverse student groups,social justice is one of the fundamental challenges facing education at present.Ideas such as the liberation of individual abilities and equal opportunities for development are indispensable ideological resources to deal with social justice in education today.Dewey’s ideas of social justice are still practiced by many progressive schools today,such as upholding the mission and vision of promoting social justice and cultivating students’literacy of social justice in a culturally responsive classroom based on and through the diverse students.Dewey’s ideas of social justice deeply grasp the relationship between social change and educational reform.There are many implications for the school reform in China,such as taking the mission educating for social justice based on the diverse cultures in schools and cultivating teachers’literacy of teaching for social justice.

关 键 词：杜威 社会公正 进步学校 教育变革 

分 类 号：G40-03[文化科学—教育学原理]