杜威的共同体:本真意义与学校重建  

Dewey’s Community: Authentic Meaning and School Reconstruction

作　　者：唐斌[1] TANG Bin(School of Education,Soochow University,Suzhou 215123,Jiangsu)

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《当代教师教育》2022年第1期8-14,共7页Contemporary Teacher Education

摘　　要：基于对20世纪初世界上一些发达国家工业化、城市化、全球化发展的哲学体认,杜威认为人类必将由“伟大的社会”转变为“伟大的共同体”。在这一新的生活形态中,人人享有相同的权利,也担负对等的责任,自主参与公共事务并决定社会规则。为了达成这一目标,杜威提出应通过联合起来做共同的事业、开展师生之间的平等对话以及广泛使用科学方法而将学校改造为“微型共同体”,并在杜威学校中予以了尝试。源于对个体与社会关系的交互性、功能性认识,杜威所想象的共同体,一方面倡导个体自由自主发展,另一方面又强调集体意识、合作精神、社会关怀,因而其理论在当代产生了深刻的共鸣,成为社群主义、交往理性的思想先驱。Based on his philosophical understanding of the development of industrialization,urbanization,and globalization in some developed countries in the early 20 th century,Dewey believes that human beings must be transformed from “great societies” to “great communities”. In this new community,everyone has the same right,and bears responsibilities at the same time,to participate autonomously in public affairs and to determine the rules of society. To achieve this goal,Dewey proposes to transform schools into “micro-communities” by joining together in common endeavors,developing equal dialogue between teachers and students,and making extensive use of the scientific methods tried in Dewey school. Stemming from the interactive and functional understanding of the relationship between individuals and society,Dewey’s imagined community advocates the free and autonomous development of individuals,and emphasizes the collective consciousness,cooperative spirit,and social concern.Thus,his theory has resonated deeply in contemporary times and he has become a pioneer of communitarianism and communicative rationality.

关 键 词：杜威 微型共同体 民主 杜威学校 伦理实体 

分 类 号：G42[文化科学—课程与教学论]