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題 名 | 解析杜威「教育即生活」之涵義--兼評論林秀珍對其之詮釋=The Implications of Analyzing Dewey's Education as Life: Comments on Hsiou-Chen Lin's Concurrent Interpretations of Dewey's Outlooks |
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作 者 | 陳志修; | 書刊名 | 慈濟大學人文社會科學學刊 |
卷 期 | 3 2004.06[民93.06] |
頁 次 | 頁207-231 |
分類號 | 520.14 |
關鍵詞 | 杜威; 教育即生活; 教育哲學; Dewey; Education as life; Educational philosophy; |
語 文 | 中文(Chinese) |
中文摘要 | 本文的研究目的旨在辯證與釐清以「文字解析」去詮釋杜威「教育即生活」時所產生的迷思,並且試圖從「整體情境脈絡」的觀點,及「杜威經驗哲學中的根本精神」(連續性及交互性),來詮釋杜威「教育即生活」的真正涵義。本文的研究發現如下:第一、從杜威經驗哲學中的連續性與交互性精神來看,「教育即生活」應詮釋為教育與生活之間是一種動態的交互關係:教育有助於生活品質的提升,而生活品質亦能提升教育的成效;第二、從整體情境脈絡來看,「教育即生活」應詮釋為教育應以兒童的生活經驗為出發點,而教師的主要任務是去幫助兒童與他們的生活經驗產生連結。 |
英文摘要 | The study aims at discerning and clarifying confusions concerning Dewey’s “education as life”, which is interpreted by “characters analyses”, and attempts to interpret the true implications “education as life” in accordance with the outlooks of “holistic context” and the “fundamental spirits of Dewey’s experiential philosophy” (continuity and interaction). The findings of the study are as follows: 1. According to the spirits of continuity and interaction of Dewey’s experiential philosophy, “education as life” should be interpreted as an active interaction between education and life: education facilitates the promotion of quality of life, and which can also promote educational effects. 2. According to holistic context, “education as life” should be interpreted as education based on the life experiences of children, and the main job of teachers is to help children connect with their life experience. |
本系統中英文摘要資訊取自各篇刊載內容。