Humans like to think in extremely antagonistic ways. They always use the "either or" formula to explain their belief that there is no possibility of reconciliation between the two extremes. When they are forced to admit that extreme ideas don't work, they still think their theory is completely correct, but the actual environment forces us to adopt a compromise plan. Educational philosophy is no exception. The history of education theory shows the opposition between internal education theory and external education theory: the former thinks that education is based on natural endowment, while the latter thinks that education is a process of overcoming natural tendency and acquiring habits through external forces.
As far as the actual situation of the current school is concerned, this tendency of opposition is manifested in the opposition between traditional education and progressive education. If the thought of traditional education cannot be accurately explained, it can be roughly expressed as follows. First, take the knowledge and skills system developed in the past as the teaching material. Therefore, the main task of the school is to pass on the knowledge and skills of these systems to the new generation. Second, standards and rules of various behaviors have been established in the past; Moral training is to develop behavior habits that meet these rules and standards. Thirdly, the general mode of school organization (I mean the relationship between students and the relationship between teachers and students) has extremely remarkable characteristics compared with other social institutions. I think you can understand the meaning of "organizational model" only by recalling the ordinary classrooms, courses, placement, examination promotion system and various rules for maintaining order. For example, by comparing the scenes of school and home, we can distinguish the obvious differences between school and other forms of social organization.
The above three characteristics stipulate various purposes and methods of teaching and training. The main purpose or goal is to enable the younger generation to acquire the organized knowledge system and complete skills in the teaching materials, so as to prepare for future responsibilities and success in life. Because teaching materials and standards of appropriate behavior are inherited from the past, generally speaking, students' attitudes must be gentle, patient and obedient. Books, especially textbooks, are the main representatives of knowledge and wisdom in the past, and the role of teachers is to effectively link students with textbooks. Teachers are the executors who impart knowledge and skills and implement rules of conduct.
I made such a short summary, not to criticize this basic philosophy. The so-called new education and progressives, as far as they are concerned, are dissatisfied with traditional education and flourish. The rise of new education and progressives is actually a criticism of traditional education. If this implicit criticism is clearly expressed, we can see the following meanings. Traditional plans are essentially instilled from above and outside. It imposes the standards, teaching materials and methods of adults on children who are only growing up slowly. The teaching materials, learning methods and behaviors stipulated in Dewey and Introduction to Pragmatic Education Theory (1) are not suitable for children —— On the relationship between reflective thinking and teaching (1) The preface of the new edition (7) The preface of the first edition (9) The first part of thinking training The first chapter is what is thinking (1/kloc-? Various forms of reflective thinking (18) iv. Points of this chapter (2 1) Chapter II Why reflective thinking must be the purpose of education (23) I. The value of thinking (23) II. The tendency to need constant control (28) Chapter III Thinking Training III. Command (47) IV. Several Conclusions on Education (52) Chapter IV Training of School Situations and Thinking (54) I Introduction: Methods and Situations (54) II. The influence of others' habits {(56) III. The influence of discipline nature (59) IV. The influence of current popular purposes and concepts (665438+) Part II Discussion on logic Chapter V Process and result of reflective thinking: psychological process and logical form (65) I. Formal thinking and practical thinking (65) II. The relationship between education and form (7 1) III. Training and Freedom (77) Chapter VI Examples of Inference and Test (8 1) I. Examples of Reflective Activities (8 1) III. Thinking activities are from difficult situations to certain situations (87) Chapter VII Reflective Thinking Analysis (90) I. Facts and Concepts (90) II. The Basic Functions of Reflective Activities (93) Chapter VIII The Position of Judgment in Reflective Activities (103) 1. The Three Elements of Judgment (103) 2. Chapter 9 Understanding: Concept and Meaning (1 13) I. Concepts of Hint and Hypothesis (1 13) II. Things and Meaning (1 17) III. The process by which things acquire meaning (120). Second, how did the concept come into being (13 1) Third, the organization of definition and meaning (135) Chapter XI System method: the control of facts and evidence (140) First, the method is the intentional test of facts and concepts (140) Chapter 12 Systematic Methods: Reasoning and Conceptual Control (15 1) 1. The value of scientific concepts (15 1) 2. Important Application in Education: Several Special Shortcomings (154) Chapter XIII Empirical Thinking and Scientific Thinking (65438+) Scientific Method (162) Part III Thinking Training Chapter XIV Activity and Thinking Training (169) I. Pre-activity (169) Games, work and similar activities (172) III. Constructive operation (172) What is concrete (18 1) II. What is abstraction (186) Chapter 16 Language and thinking training (189) 1. Language is a tool of thinking (189) 2. Misuse of language methods in education (199) Chapter 17 Observation and knowledge in thinking training (203) I. Nature and value of observation (203) II. Observation Methods and Materials in Schools (207) III. Knowledge Teaching (2 10) Chapter 17 Lectures and Thinking Training (2 13) I. Misunderstandings about Lectures (265438) Lectures (2 19) IV. About. The Role of Teachers (223) V. Appreciation (225) Chapter 19 General Conclusion (227) I. Unconscious and Conscious (227) II. Process and Result (230) III. Distance (234) Experience and Education (237) Chapter II Needs an Empirical Theory (248) Chapter III Empirical Standards (254) Chapter IV Social Control (267) Chapter V Nature of Freedom (275) Chapter VI Significance of Purpose (279) Chapter VII Progressive Textbook Organization (284) Chapter VIII Experience-Methods and Methods of Education They always use the "either-or" formula to explain that they think there is no possibility of reconciliation. When they are forced to admit that extreme ideas don't work, they still think their theory is completely correct, but the actual environment forces us to adopt a compromise plan. Educational philosophy is no exception. The history of education theory shows the opposition between internal education theory and external education theory: the former thinks that education is based on natural endowment, while the latter thinks that education is a process of overcoming natural tendency and acquiring habits through external forces. As far as the actual situation of the current school is concerned, this tendency of opposition is manifested in the opposition between traditional education and progressive education. If the thought of traditional education cannot be accurately explained, it can be roughly expressed as follows. First, take the knowledge and skills system developed in the past as the teaching material. Therefore, the main task of the school is to pass on the knowledge and skills of these systems to the new generation. Second, standards and rules of various behaviors have been established in the past; Moral training is to develop behavior habits that meet these rules and standards. Thirdly, the general mode of school organization (I mean the relationship between students and the relationship between teachers and students) has extremely remarkable characteristics compared with other social institutions. I think you can understand the meaning of "organizational model" only by recalling the ordinary classrooms, courses, placement, examination promotion system and various rules for maintaining order. For example, by comparing the scenes of school and home, we can distinguish the obvious differences between school and other forms of social organization. The above three characteristics stipulate various purposes and methods of teaching and training. The main purpose or goal is to enable the younger generation to acquire the organized knowledge system and complete skills in the teaching materials, so as to prepare for future responsibilities and success in life. Because teaching materials and standards of appropriate behavior are inherited from the past, generally speaking, students' attitudes must be gentle, patient and obedient. Books, especially textbooks, are the main representatives of knowledge and wisdom in the past, and the role of teachers is to effectively link students with textbooks. Teachers are the executors who impart knowledge and skills and implement rules of conduct. I made such a short summary, not to criticize this basic philosophy. The so-called new education and progressives, as far as they are concerned, are dissatisfied with traditional education and flourish. The rise of new education and progressives is actually a criticism of traditional education. If this implicit criticism is clearly expressed, we can see the following meanings. Traditional plans are essentially instilled from above and outside. It imposes the standards, teaching materials and methods of adults on children who are only growing up slowly. The teaching materials, learning and behavior methods stipulated by it are not suitable for children's existing abilities, and there is a big gap. These textbooks and methods are beyond the scope of young learners' existing experience and their abilities. Therefore, even if some excellent teachers try to cover up this compulsion with skillful skills to alleviate the obvious rudeness, as a result, those teaching materials and behavior rules must still be imposed on children.