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1.
Dr. Terry L. Simpson 《The Educational forum》2013,77(4):347-354
In this information age, the world is fast becoming a global village. In this context, it is relevant to look at the educational vision of Rabindranath Tagore. He tried to realize his educational vision in his schools and Visva-Bharati University where the world makes its home in a single nest. Tagore's vision of international education can help to prevent misunderstanding and war, promote peace, foster multiculturalism, connect human beings, and celebrate their common heritage 相似文献
2.
汤晓宁 《山东商业职业技术学院学报》2014,(3):34-37
“五·四”运动带来中国思想文化的大变革,国内很多学者和教育工作者翻译出版了大量教育专著,很多中国教育家在学习西方教育思想的同时,不约而同地表现出对先秦儒家的很多教育哲学观点的认同,推进了教育哲学在中国的本土化.陶行知在借鉴杜威实用教育理论的基础上,结合了中国当时的国情,形成了自己的生活教育理论;黄炎培在杜威职业教育“社会化”、“平民化”、“个性化”观点的基础上,提出了“大职业教育主义”思想. 相似文献
3.
A Dialectic of Disinterested and Immersive Aesthetics: Santiniketan Art Education and Labour Translated 
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下载免费PDF全文 David A. Gall 《The International Journal of Art & Design Education》2015,34(1):132-144
This article argues for art education's potential to transform mundane work, mindful of the steep challenges of the aesthetic and mundane dialectic. Those challenges, magnified in the context of capitalism and industrialism, confronted twentieth‐century Indian artist educators Rabindranath Tagore and Nandalal Bose, but also confront twenty‐first‐century art educators. Tagore created Visva‐Bharati University to counteract the excessive materialism of modernism, recognising diversity and the immanence of the transcendent in humanity. Tagore's aesthetics, though deeply relational, nevertheless regard the mundane as essentially irredeemable. It is in Visva‐Bharati's environment, however, that Nandalal Bose was able to conceive an aesthetic, developed from Yogic ideas of immanence and Far Eastern aesthetics, which envisioned the transformation of the mundane through creative activity. 相似文献
4.
本文以杜威创办的芝加哥实验学校中的手工训练课程为讨论对象，集中解析其中蕴含的教育原理与文明关怀。由于过分突出语言学习课程，美国镀金时代的基础教育丧失了根本的生命力和行动力。杜威以手工训练取代语言学习，开启了进步主义教育改革。从心理学层面看，手工训练解放了儿童的自然力量，让儿童恢复积极的行动力。从社会学层面看，手工训练实现了“去社会的社会化”，让个体沿着特定的社会方向成长。而在更普遍的意义上，手工训练充当了个体与文明之间的教育中介，为整全人格的塑造和现代公民教育奠定了坚实基础。对于手工训练的解读，有助于我们更加深入地理解杜威的教育思想与现实关怀，同时反思中国当前的教育状况与课程改革。 相似文献
5.
杜芳芳 《青岛大学师范学院学报》2010,27(4):11-15
杜威是现代教育理论的奠基者,他的教育哲学思想集中体现在其著作《民主主义与教育》之中。杜威教育哲学具有自身独特的特征,表现为鲜明的时代特征与对传统教育的批判、深厚的平民意蕴与民主主义的达成、强烈的实效旨趣与个体经验意义的获得和浓重的价值色彩与个体道德的成长。 相似文献
6.
李朝军 《新乡师范高等专科学校学报》2008,22(2)
杜威将实用主义哲学与美国教育实际相结合提出了"教育无目的论",这一观点有其深刻的社会背景和哲学及社会思想渊源,它批判了儿童本位论、社会本位论等教育目的观。杜威并不是否认教育目的的存在,而是反对强制性的外在目的。杜威的教育目的观有很多积极的现代价值值得我们去思考。 相似文献
7.
杜威的教育哲学思想中包含着丰富的终身学习理论,其教育本质、教育目标、教育方法和教育内容与终身学习思想联系密切。基于对杜威教育哲学思想的内涵的探讨,揭示其对终身学习的启示。 相似文献
8.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
9.
朱利霞 《宁波大学学报(教育科学版)》2018,(6):50-054
杜威教育哲学输入和影响中国的过程,就其本质而言是中国化的过程。文化自由主义者对杜威教育哲学不遗余力的宣传,以及它内含的科学与民主精神,是其能够顺利中国化的前提。反思性、整合性和多样中的一致性是杜威教育哲学在中国化过程中表现出来的特征。这种中国化实质上是一种外在的、形式上的中国化。 相似文献
10.
18世纪末,从哲学视角出发,康德以深刻的哲学思辨为"教育学"这门学科赢得了三尺讲坛。高瞻哲学俯瞰教育,康德不仅仅成了一位举世瞩目的哲学家,也成了一位影响深远的教育思想家。20世纪初,扎根教育面朝哲学,杜威成为进步主义教育的奠基人,也成为美国本土哲学——实用主义哲学的创始人。文章试图从教育视角、教育理想、教育起源、教育本质、教育目的、教育阶段以及道德教育等方面来解读康德和杜威的教育思想。深入分析这两种截然不同的理论——从哲学到教育、从教育到哲学,有助于我们全面地理解康德和杜威教育思想,有助于我们透过种种现象看清教育前进的方向,更有助于我们重新审视教育的过去、现在及未来。 相似文献
11.
AbstractThis study focuses on the phenomenon of private supplementary tutoring, otherwise known as ‘shadow education’, which has proliferated around the world. By casting the spotlight on one particular shadow education institution (SEI) in Singapore and viewing it through the lens of Dewey’s educational philosophy, the study aimed to illuminate the inner workings of a SEI to shed light on its ability to thrive in a competitive educational landscape. Data were drawn from lesson observations, interviews with various stakeholders and the SEI website. Viewed through Dewey’s philosophical thinking about the connections between the child and curriculum and school and society, the data shows an institution outwardly guided by a progressivist mission to develop learners as a whole, providing opportunities for broadening their minds and preparing them for their future workplace. However, evidence also suggests that there is a fundamental focus on high-stakes examination preparation in its pedagogic practices and curricular content. This tension reflects the wider socio-economic culture in Singapore that is entrenched within a utilitarian and pragmatic paradigm while aspiring towards more humanistic and holistic educational goals. 相似文献
12.
《Educational Philosophy and Theory》2013,45(7):683-702
In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. 相似文献
13.
李如 《宁波大学学报(教育科学版)》2021,(3):101-107
美国著名实用主义哲学家、教育家杜威并没有在他的有生之年明确地提出过环境教育的口号和理念,但是在他的教育著作中我们很容易发现与环境教育密切相关的思想。尤其在《地理和历史的重要意义》一文中,杜威深刻地阐释了地理和历史学科对于学生成长的重大意义,集中论述了自然环境和社会环境对学生了解世界、体验世界所发挥的重要作用。这样的理论对于环境教育来说是具有前瞻性的。研究杜威关于环境教育的思想有助于促进对杜威教育思想的深层探究,这对中国的环境教育发展具有理论指导意义。 相似文献
14.
Emile Bojesen 《Educational Philosophy and Theory》2015,47(10):1039-1051
AbstractThis paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education (1916) it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. 相似文献
15.
Linda O’Neill 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):451-468
This article applies criteria for validity in interpretation to Eric Donald Hirsch, Jr.'s interpretations of John Dewey. Specifically, three criteria that Hirsch, himself, established in his earlier work are used to evaluate Hirsch's interpretation of John Dewey as a member of a class (romantics) who embraced a naive naturalism (trait) more often than not (instances within a class) to the great detriment of other salient aspects of education. Hirsch calls his K–8 Core Knowledge sequence revolutionary. His revolution's justification rests, in part, on his rejection of an educational tradition that he attributes to John Dewey and his disciples. Hirsch uses his interpretation of Dewey to portray those who continue to take Dewey's ideas seriously as naive, dogmatic obstructionists who are blocking positive educational reform. Because Hirsch falls short of his own standards for validity in his interpretation of John Dewey, this article suggests that professors of education who continue to rework Dewey's ideas may be sources of potential insight in addressing educational challenges rather than intransigent obstructionists. 相似文献
16.
余南宁 《黄山高等专科学校学报》2008,(6):120-122
“儿童中心论”是杜威教育思想的重要内容,由于历史的原因,建国后我国对杜威的教育理论一直持否定的态度,不少人斥责他过于强调儿童的兴趣和需要,放纵了学生的自由,降低了教师威信、否定社会的作用。实际上,杜威强调儿童是教育活动的出发点,强调教育要尊重儿童的天性,促进儿童发展,同时杜威反对二元对立的思维方式。所以应从教育、社会、儿童的基本关系来理解杜威的“儿童中心论”。 相似文献
17.
陈立军 《安顺师范高等专科学校学报》2009,11(4):34-37,47
杜威实用主义教育观建立在实用主义哲学之上,并且把民主思想和教育密切联系起来;在教育方法论上认为教育从经验中产生,其“从做中学”的强调实践的教学方法,体现了现代教育的特征。同时探讨杜威教育理论对中国当代教育实践的启示并对其局限性进行反思。 相似文献
18.
《Journal of moral education》2012,41(2):127-144
Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education. 相似文献
19.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. 相似文献
20.
由斯普林格(SPRINGER)主办的国际同行评审期刊《哲学与教育研究》(Studies in Philosophy and Education)旨在推进教育哲学研究的整体发展,且长期为SSCI来源期刊。从该杂志2010-2019年刊载文章数量和内容可以发现,国外教育哲学研究依然将教育本体及教育哲学学科建设看作教育哲学研究者关注的重心;儿童教育哲学、空间教育哲学、数字教育哲学和生态教育哲学等研究领域不断得到拓展;杜威、康德、哈贝马斯等教育哲学家的文本解读仍是研究热点;世界主义、批判教育学、存在主义等流派受到广泛关注。在国外教育哲学研究新进展的启示下,我国教育哲学研究应重视教育本体问题的研究、新研究领域的拓展;注重对教育哲学名著的时代解读;重视对国外教育哲学成果的引进;注重对教育实践的价值引领;重视学科建设。 相似文献