神话创制、解构与重寻:杜威学校的百年史学史  

The Creation,Deconstruction and Rediscovery of Myth:Centennial History of the Dewey School

作　　者：孙碧 Sun Bi(South China Normal University)

机构地区：[1]华南师范大学教育科学学院

出　　处：《教育史研究》2022年第1期161-173,共13页Educational History Studies

基　　金：教育部人文社科基金青年项目“科学知识、道德、责任与金钱政治:美国城市改革与大学发展”(2018YJC880076)。

摘　　要：百年来,杜威学校的历史形象在美国教育学界经历了四次转变。原始情景中,学生家长和参观者眼中的杜威学校是一场新奇、混乱和最终失败的实验。20世纪30—50年代,坎普姐妹和哥伦比亚大学师范学院的杜威门徒制造了“杜威学校神话”。20世纪60年代后,修正派教育史学家从多种角度解构“杜威学校神话”。20世纪90年代后,坦纳、拉格曼和威斯布鲁克等当代学者,重新发掘杜威学校对当代教育的多重教益。杜威学校历史形象的四次转变,是教育潮流变迁、学术转向和杜威影响力起伏等多种因素综合作用的结果。Over the past 100 years, the historical image of the Dewey School has undergone four changes in the educational circles of the United States. In the original scenario, the Dewey School was a novel, chaotic and ultimately failed experiment in the eyes of parents and visitors. From the 1930s to the 1950s, the Camp sisters and the Dewey disciples from Teachers College of Columbia University created the “Dewey School Myth”. After the 1960s, revisionist educational historians deconstructed the “Dewey School Myth” from a variety of perspectives. After the 1990s, contemporary scholars such as Tanner, Lagemann and Westbrook rediscovered the multiple benefits of Dewey School to contemporary education. The four changes of the historical image of the Dewey School are the result of a combination of factors such as changes in educational trends, academic shift, and the ups and downs of Dewey’s implication.

关 键 词：杜威 杜威学校 进步主义教育 神话 《学校与社会》 

分 类 号：G40-09[文化科学—教育学原理]