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頁籤選單縮合
題名 | 杜威的教育理論有多"實用"? |
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作者姓名(中文) | 蘇永明; | 書刊名 | 初等教育學報 |
卷期 | 7 2000.07[民89.07] |
頁次 | 頁167-184 |
分類號 | 520.14 |
關鍵詞 | 杜威; 實用主義; 多元主義; Dewey; Pragmatism; Multiculturalism; |
語文 | 中文(Chinese) |
中文摘要 | 本文係從多元主義的角度來評論杜威的教育理論。在定位上,筆者認定杜威係介於現代和後現代之?。雖然其知識論已有走向多元的傾向,然而在其問題解決法和對實用的概念,仍以有最好的方法為假設,這就又回到有唯一客觀真理的現代主義陣營。從這個觀點回頭來看杜威的理論,發現他拚命要調和折衷出一個最佳的途徑。筆者以杜威所主張的教育目的、興趣與努力或紀律、教育的心理組織與邏輯組織執重、及對各科教教法的主張來分析。杜威還是以類似黑格爾的證法,將兩種對立的觀點加以調和,並認為這樣問題就可以有最好的解決。筆者質疑這種論證的有效性,所以實用主義的”實用”導向,就可行性而言,並不如字面所顯現的那樣有效。從多元主義的觀點來看,任何解決問題的方法都只能解決某一些層面,而無法解決所有問題。但是杜威想找出解決所有問題的辦法,即使他宣稱找到了,其可行性可能還需存疑。 |
英文摘要 | Based on Multi-culturalism, Dewey’s educational theories are evaluated in this article. The author posits Dewey’s stand between modernity and postmodernity. Although his epistemology has gone a step forward toward multi-culturalism, his problem-solving and his idea of pragmatism still presupposed that there is one best way to solve all problems which is the same with the modernity’s pursuit of objective truth. Looking backward from this view, we know why Dewey strives to find a best was for problem-solving. The author has examined Dewey’s four thesis on educational problems, these are: educational objectives, interest nd effort or discipline in education, the psychological and logical sequences in curriculum, and his views on teaching methods. Dewey adopted the argument which is much like the dialectic of Hegel, by positing the two poles in contrast, and then transforming them into a unified whole which is thought to be the best way for problem-solving. The author doubt the validity of this kind of argument, and points out that the viability of Dewey’s theories is not so high as the word “pragmatic” denotes. Form the point of multi-culturalism, any problem-solving can only solve some problems at a time, not all the problems. However, Dewey is trying to find the only best way for it. Even if he declares that he has found it, we can not take it as truth immediately. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。