摘要
杜威是美国进步主义教育运动的先锋,他的教育思想左右了美国20世纪教育的走向和进程。本文试图从欧美对实用主义之反思的脉络中审视杜威的教育思想,阐释其核心观念——兴趣。杜威的兴趣观成型于他创办久负盛名的实验学校之初,这既是他后期不断返回关照的主题,也是理解他讨论个人、社会、文化与文明之间关系的一把钥匙。它包括三个层次:兴趣与快乐的分野,兴趣与意志在个体行动中的关联,兴趣如何在最切己的日常工作中展开。阐明这些面向,不仅有助于我们理解杜威在进步主义运动和实用主义传统中的核心地位,而且有助于我们思考杜威思想的原型——一个将有见识的行动而非保存某种既定文化价值视为终极兴趣的行动者,如何深刻影响现代社会的进步观念。
John Dewey was the pioneer of the American progressive education movement,and his educational ideas shaped the direction and course of education in the United States in the twentieth century.His vigorous educational experiments at the University of Chicago coincided with Max Weber’s famous American trip in1904.This paper aims to explain the core of Dewey’s educational theory—the concept of interest.Dewey’s view of interest took shape at the beginning of the prestigious Laboratory School he founded and it became a repeatedly visited major theme in his later years.The concept is the key to understand Dewey’s thought about the relationship between the individual,society,culture and civilization.Dewey’s view of interest includes three levels:the distinction between interest and pleasure,the relationship between interest and will in individual actions,and how interest unfolds in children’s daily tasks.Articulating these aspects helps us understand Dewey’s centrality to the progressive movement and pragmatist tradition.Dewey’s thought leads to a novel interpretation of“progress”in modern society,in which Dewey’s archetype-actor whose ultimate interest is to create the meaning of action rather than to preserve a given cultural value.This paper also places Dewey in the light of the critical observation of pragmatism by some prominent continental European social thinkers.
作者
王利平
赵启琛
WANG Liping;ZHAO Qichen(Graduate School of Education,Peking University)
出处
《社会》
CSSCI
北大核心
2022年第5期62-94,共33页
Chinese Journal of Sociology
关键词
兴趣
行动
杜威
韦伯
实用主义
interest
action
John Dewey
Max Weber
pragmatism
作者简介
王利平,北京大学教育学院,E-mail:lpwang@gse.pku.edu.cn
