以“生产性”抵制“二元论”——来自杜威教育哲学中的纪律思考  

Resisting"Dualism"with"Productivity"--From the Thought of Discipline in Dewey's Educational Philosophy

作　　者：尹雅丽[1,2] 马早明 YIN Yali;MA Zaoming(School of Foreign Languages,Gannan Normal University,Ganzhou Jiangxi 341000,China;School of Education,South China Normal University,Guangzhou 510631;Center for Timor-Leste Studies/Center for Southeast Asian Culture and Education Studies,South China Normal University,Guangzhou 510631,China)

机构地区：[1]赣南师范大学外国语学院,江西赣州341000 [2]华南师范大学教育科学学院,广州510631 [3]华南师范大学东帝汶研究中心、东南亚文化教育研究中心,广州510631

出　　处：《安徽师范大学学报（社会科学版）》2023年第3期136-147,共12页Journal of Anhui Normal University(Hum.&Soc.Sci.)

基　　金：江西省社会科学“十四五”(2022)基金项目“‘一带一路’倡仪下江西高校‘在地国际化’人才培养模式研究”(22JY29D)。

摘　　要：杜威从教育哲学中的经验视角出发,以思维规则为基准点,将当下的实际经验活动视为纪律的逻辑起点和现实特性,为纪律赋予了多维度的生产性意义,从行为规则的固化与钳制中“裂变重生”,在实践世界中重新赋予了纪律正向性的教育价值与意义。从“二元论”到“生产性”的思想演进是从传统纪律观到杜威纪律哲学思想发展的内在缩影,存在着一种求索—断裂—重构的逻辑理路。在这种意义上,杜威的纪律教育哲学彻底脱离了传统哲学二分法的认知方式,重构了纪律哲学的出发点,展现了一个活生生的、发生在当下的运动时态,也必将是一项连通过去与未来的经验性活动。From an empirical perspective in the philosophy of education,Dewey takes the rules of thinking as the reference point,considers the actual empirical activities of the present as the logical starting point and the realistic character of discipline.He gives a multi-dimensional and productive meaning to discipline,reviving from the solidification and clamping of rules of behavior,and reassigns a positive educational value and meaning to discipline in the practical world.The ideological evolution from"dualism"to"productivity"is the internal miniature of the traditional view of discipline to the elucidations of Dewey's philosophy of discipline,and there is a logical path of search,rupture and reconstruction.In this sense,Dewey's philosophy of discipline completely departs away from the traditional philosophical dichotomy,reconstructs the starting point of the philosophy of discipline,and shows a living and present movement tense.Therefore,it is bound to be an experiential activity connecting the past and the future.

关 键 词：杜威 纪律 二元论 生产性 

分 类 号：G40-02[文化科学—教育学原理]