人的理智自由及其发展:杜威自由教育思想探析  

Human’s Intellectual Freedom and Its Development: An Analysis of John Dewey’s Thoughts about Liberal Education

作　　者：夏剑 XIA Jian

机构地区：[1]扬州大学教育科学学院,江苏225002

出　　处：《中国人民大学教育学刊》2022年第2期169-180,共12页Renmin University of China Education Journal

摘　　要：在现代自由教育的思想谱系中,杜威应占有一席之地。作为20世纪最伟大的教育学家和哲学家之一,杜威对自由以及自由教育相关问题有着强烈的关注和精深的理论探索,并形成了一种独特的自由教育思路。围绕自由教育所涉及的三个基本问题——“什么是真正的自由”“为什么要追求这种自由”以及“如何实现这种自由”对杜威的自由教育思想进行探析,可以发现在杜威那里:自由的实质指的是人的理智能力及其发展;之所以关注人的理智能力的自由,是因为它是民主的社会生活方式实现的基础条件,而追求民主的理想和价值实现是杜威教育哲学的核心议题;最后,围绕人的理智能力及其发展,杜威从学校环境建设、教育内容建设和教学方法建设三个方面提供了一套系统的自由教育实践思路。Involve modern genealogy of thoughts about liberal education, John Dewey should have a proper place. As one of the greatest educationists in 20century, Dewey paid a lot of attention to the problem about freedom and liberal education, and he had constructed unique train of thoughts about liberal education. What is freedom? Why do we need freedom? And how to achieve it? Focus on these three basic problems, this study aims to explore and analyze the idea of liberal education about Dewey. We found that: the essence of freedom means human’s intellectual capacity and its development;Dewey concerned human’s freedom of intellectual capacity because such freedom is fundamental to achieve a democratic social life and pursuing the democratic idea and value actualization are at the core issues of Dewey’s educational philosophy;regarding human’s intellectual capacity and its development, Dewey provided a system of thinking about the practice of liberal education, which include three dimensions—the construction of school environment, construction of course content and construction of teaching methods.

关 键 词：杜威 自由 理智能力 自由教育 

分 类 号：G40-02[文化科学—教育学原理]