言证的限度:教育哲学对杜威道德教育思想若干争议的处理  

The Limit of Quotations:A Treatment of Several Disputes over John Dewey’s Thoughts on Moral Education from the Perspective of Educational Philosophy

作　　者：丁道勇[1] Ding Daoyong(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育研究》2021年第12期44-54,共11页Educational Research

摘　　要：在教育哲学领域,决定教育陈述效力的主要是其中包含的论证,而不是作者使用的言证。言证有一些合理的应用方式,但是其限度也极其明显。耐心追踪作品包含的论证,决心接受优质论证的结论、拒绝低劣的论证,对于言证所提供的结论保持谨慎,这是教育哲学在面对各种争议时可能采取的一个处理方案。论证是甄别意见洪流中各种胡言乱语的一个标尺,也是对教育讨论中各种非学理因素的抵抗。在呈现了杜威哲学的核心论证以后,他在直接道德教学上的立场开始变得清晰起来。国内德育学者近两年来的相关争议自然消弭于无形。In the field of educational philosophy,it is the argument rather than the quotations used by the author that determines the validity of an educational statement.Quotations can be used in a few reasonable ways,but they have apparent limitations.A probable choice of educational philosophers when they deal with various disputes is to patiently track the arguments contained in a work,firmly accept the conclusion from a fine argument and reject a poor one,and keep cautious about any conclusions supported by quotations.Argument is not only a useful criterion to assess educational statements,but also a resistance to various non-academic factors.After a review of the major arguments of John Dewey’s philosophy,his position on direct moral instruction has been clarified,and the relevant disputes among Chinese moral education researchers in the past two years will disappear easily.

关 键 词：杜威 教育哲学 直接道德教学 间接道德教育 言证 论证 

分 类 号：G410[文化科学—教育学]