论杜威与中国教育改革
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摘要
杜威在五四运动前后对中国的历史性访问极大地促进了中国社会与教育的民主化进程。他直接参与了1922年新学制与新课程改革,以及新教育改革。在中国面对启蒙与救亡两大历史主题的紧要关头,杜威的选择是:以启蒙为目的,为救亡而努力,像中国人那样思考,追求东方教育民主。在保守主义与激进主义两大思潮的对垒中,杜威选择了"第三哲学",由此促进了中国式自由主义的发展。杜威的民主思想和教育哲学与我国百年教育改革的历史发展存在内在联系。杜威依然"活在"今日中国。创造性阐释杜威对我国在信息时代实现"东方启蒙"和"东方教育民主"具有重大意义。
John Dewey's historic visit to China during the period of May Fourth Movement in 1919 greatly promoted the democratization of Chinese society and education. He himself participated in the reform of new school system and new curriculum, and the New Education Movement. When China encountered the key moment of two historic themes Enlightenment and Salvation, Dewey's choices were: laying Enlightenment as the eternal aim, striving for Salvation, thinking like the Chinese people, and seeking eastern democracy of education. Confronting the fierce conflicts between conservatism and radicalism, Dewey chose "the third philosophy", which phenomenally promoted the development of Chinese liberalism. Dewey's thought of democracy and educational philosophy has inherent connection to the 100 years' historic development of Chinese educational reform. Dewey is still "alive" in today's China. The significance of creative interpretation of Dewey is to realize the ideals of eastern Enlightenment and eastern democracy of education in China of the information age.
John Dewey's historic visit to China during the period of May Fourth Movement in 1919 greatly promoted the democratization of Chinese society and education. He himself participated in the reform of new school system and new curriculum, and the New Education Movement. When China encountered the key moment of two historic themes Enlightenment and Salvation, Dewey's choices were: laying Enlightenment as the eternal aim, striving for Salvation, thinking like the Chinese people, and seeking eastern democracy of education. Confronting the fierce conflicts between conservatism and radicalism, Dewey chose "the third philosophy", which phenomenally promoted the development of Chinese liberalism. Dewey's thought of democracy and educational philosophy has inherent connection to the 100 years' historic development of Chinese educational reform. Dewey is still "alive" in today's China. The significance of creative interpretation of Dewey is to realize the ideals of eastern Enlightenment and eastern democracy of education in China of the information age.
引文
杜威.(2001).民主主义与教育(王承绪译).北京:人民教育出版社.
杜威.(2007).杜威在华教育讲演(单中惠,王凤玉编).北京:教育科学出版社.
杜威.(2010).杜威五大讲演(张恒编).北京:金城出版社.
杜威.(2012a).杜威全集·中期著作(1899-1924):第十一卷(1918-1919)(马迅译).上海:华东师范大学出版社.
杜威.(2012b).杜威全集·中期著作(1899-1924):第十三卷(1921-1922)(赵协真译).上海:华东师范大学出版社.
胡适.(2001).胡适学术文集·哲学与文化(姜义华主编).北京:中华书局.
李泽厚.(2008).中国现代思想史论.北京:生活·读书·新知三联书店.
吕达.(1999).课程史论.北京:人民教育出版社.
全国教育联合会新学制课程标准起草委员会.(1925).新学制课程标准纲要.上海:商务印书馆.
汤一介.(2006).我的哲学之路.北京:新华出版社.
余英时.(2004).现代儒学的回顾与展望.北京:生活·读书·新知三联书店.
余英时.(2005).现代危机与思想人物.北京:生活·读书·新知三联书店.
张华.(2016).论核心素养的内涵.全球教育展望,(4),10-24.
Dewey, J. (1973). John Dewey: Lectures in China, 1919-1920. Translated from the Chinese and edited by Robert W. Clopton and Tsuin-Chen Ou. Honolulu: The University Press of Hawaii.
Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Remer, C. F. (1920). “John Dewey in China”, Millard’s Review XIII.5 (July 3, 1920), pp.266-268. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
T’ao Hsing-Chih. (1925). “China” in Educational Yearbook of the International Institute of Teachers College, Columbia University, 1924. New York, The Macmillan Company. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Waks, L. (2018). Thinking in Dewey’s Experimentalist Education: The Contribution of the Internet and Digital Tools. ECNU Review of Education, 1 (2), 1-22.
Zhang, Hua. (2014). Curriculum Studies and Curriculum Reform in China: 1922-2012. In William F. Pinar (ed.).(2014). Curriculum Studies in China. New York: Palgrave Macmillan.
Zhang, Hua. (2017). Curriculum Reform and Research in China: A Social-Historical Perspective. In John Chi-Kin Lee & Kerry J. Kennedy (eds.). (2017). Theorizing Teaching and Learning in Asia and Europe: A Conversation Between Chinese Curriculum and Europe Didactics. London and New York: Routledge.
①关于杜威抵华及归国的具体日期,目前学界有多种说法。依据民国期间的报刊等史料,国内大陆学者多认为杜威是1919年4月30日抵达上海;我国台湾地区学者王清思(Wang Jessica Ching-Sze)及美国杜威研究学者尚恩·J.罗尔斯顿(Shane J. Ralston)等人根据各自掌握的资料,认为杜威是1919年5月1日抵达上海的。至于杜威的离华日期,国内外有部分学者依据胡适当时的记述,认为是1921年7月11日;另有学者基于后续考证,认为是1921年8月2日。特此说明。
杜威.(2007).杜威在华教育讲演(单中惠,王凤玉编).北京:教育科学出版社.
杜威.(2010).杜威五大讲演(张恒编).北京:金城出版社.
杜威.(2012a).杜威全集·中期著作(1899-1924):第十一卷(1918-1919)(马迅译).上海:华东师范大学出版社.
杜威.(2012b).杜威全集·中期著作(1899-1924):第十三卷(1921-1922)(赵协真译).上海:华东师范大学出版社.
胡适.(2001).胡适学术文集·哲学与文化(姜义华主编).北京:中华书局.
李泽厚.(2008).中国现代思想史论.北京:生活·读书·新知三联书店.
吕达.(1999).课程史论.北京:人民教育出版社.
全国教育联合会新学制课程标准起草委员会.(1925).新学制课程标准纲要.上海:商务印书馆.
汤一介.(2006).我的哲学之路.北京:新华出版社.
余英时.(2004).现代儒学的回顾与展望.北京:生活·读书·新知三联书店.
余英时.(2005).现代危机与思想人物.北京:生活·读书·新知三联书店.
张华.(2016).论核心素养的内涵.全球教育展望,(4),10-24.
Dewey, J. (1973). John Dewey: Lectures in China, 1919-1920. Translated from the Chinese and edited by Robert W. Clopton and Tsuin-Chen Ou. Honolulu: The University Press of Hawaii.
Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Remer, C. F. (1920). “John Dewey in China”, Millard’s Review XIII.5 (July 3, 1920), pp.266-268. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
T’ao Hsing-Chih. (1925). “China” in Educational Yearbook of the International Institute of Teachers College, Columbia University, 1924. New York, The Macmillan Company. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Waks, L. (2018). Thinking in Dewey’s Experimentalist Education: The Contribution of the Internet and Digital Tools. ECNU Review of Education, 1 (2), 1-22.
Zhang, Hua. (2014). Curriculum Studies and Curriculum Reform in China: 1922-2012. In William F. Pinar (ed.).(2014). Curriculum Studies in China. New York: Palgrave Macmillan.
Zhang, Hua. (2017). Curriculum Reform and Research in China: A Social-Historical Perspective. In John Chi-Kin Lee & Kerry J. Kennedy (eds.). (2017). Theorizing Teaching and Learning in Asia and Europe: A Conversation Between Chinese Curriculum and Europe Didactics. London and New York: Routledge.
①关于杜威抵华及归国的具体日期,目前学界有多种说法。依据民国期间的报刊等史料,国内大陆学者多认为杜威是1919年4月30日抵达上海;我国台湾地区学者王清思(Wang Jessica Ching-Sze)及美国杜威研究学者尚恩·J.罗尔斯顿(Shane J. Ralston)等人根据各自掌握的资料,认为杜威是1919年5月1日抵达上海的。至于杜威的离华日期,国内外有部分学者依据胡适当时的记述,认为是1921年7月11日;另有学者基于后续考证,认为是1921年8月2日。特此说明。