(1) About the essence of education. Dewey discussed the essence of education from various angles many times in his own educational theory. His views on the essence of education can basically be summarized by three important arguments he put forward, namely, "education is growth", "education is life" and "education is the continuous transformation of experience".
(2) About the purpose of education. Dewey discussed the problem of educational purpose from many aspects, the most important of which is his discussion of "education has no purpose"
(3) Basic principles of teaching. The core of Dewey's educational theory system is his teaching theory, and "learning by doing" is the basic principle of all his teaching theories.
Question 2: What is the core of Dewey's pragmatic teaching theory? Dewey is the third American pragmatism master after Peirce and James, and the most important representative of American pragmatism philosophy. "Usefulness is truth" is a classic expression of Dewey's pragmatic philosophy. In the past, philosophy was composed of ontology, epistemology and axiology, which answered three questions: what, why and what's the use. Dewey believes that the question of what is should be solved by science, not philosophy. "Why" and "What's the use" are two sides of the same question. People often know things from their own standpoint, and the purpose of knowing things is to use them for us. Therefore, pragmatic philosophy denies the objectivity of laws and only believes in human experience. Human experience is the standard to measure truth. What is useful is truth, and what is useless is fallacy. The diversity of things obliterates the commonality of things, the variability of things obliterates the eternity of things, and the value form of things replaces the substantive form of things. Pragmatic philosophy is essentially a philosophy of value based on idealistic world outlook and epistemology. Dewey believes that the significance of philosophy lies in solving real life problems. The biggest problem people faced at that time was education. Therefore, he equated philosophy with education. Since his philosophy is a philosophy of value, his philosophy of education is also a philosophy of educational value. His educational philosophy provides a theory for solving educational problems.
Dewey once said, "If I completely replaced' instrumentalism' with' technology' when I put forward the characteristics of science as a kind of knowledge, I might avoid many misunderstandings." Although Dewey has no works devoted to technology, all his works are full of criticism of technology. Different from the usual understanding, Dewey uses "technology" to describe all kinds of human activities, which means that human beings use various inquiry tools as a means to solve various problems when facing various difficulties. Therefore, technology is the exploration of tools and skills.
Question 3: What is the most systematic and concentrated exposition of Dewey's pragmatic education thought? Democracy and Education is the most systematic and concentrated exposition of Dewey's pragmatic education thought.
Dewey wrote many educational books and papers in his life. His main works are My Educational Credo, School and Society, Children and Curriculum, Democracy and Education, Experience and Education, Education Today, Human Issues, etc. Among them, Democracy and Education is the most systematic and concentrated exposition of Dewey's pragmatic education thought. As the guiding program of American pragmatism education movement, it has far-reaching influence and is also a classic in the history of world education.
Pragmatic philosophy is the main theoretical basis of Dewey's educational theory. Dewey fully absorbed the pragmatic philosophical views of Pierce and James, and it has a new meaning: the role of his emotional philosophy as a thinking tool. He regards philosophy as a tool for people to adapt to the environment and organize their experiences. He believes that philosophy must be related to people's real life and must be aimed at promoting social and political development. Dewey analyzed that only through educational activities can the world outlook and methodology advocated by pragmatic philosophy be deeply rooted in people's hearts and be generally accepted by people, and philosophy can play its greatest role.
Dewey once defined education as "the transformation or reorganization of experience". He believes that all learning comes from experience; Education must proceed from experience, that is, always from the century life experience of ancient people.
Question 4: The difference between Dewey's pragmatism and Tao Xingzhi's modern educational thought. John. Dewey is a famous pragmatic philosopher and educator, who founded the ideological system of pragmatic education and is known as the "pragmatic giant". Tao Xingzhi is a great people educator in China. 19 15, when he was 24 years old, he majored in education management in Teachers College of Columbia University, and Dewey was his tutor. As Dewey's favorite pupil, Tao Xingzhi made a comprehensive study of Dewey's educational thought. After returning to China, according to the current social situation in China, he launched a mass education movement, inherited and developed Dewey's education thought, and founded a modern education theory with "life education" as the main line. Here we compare Dewey's and Tao Xingzhi's educational thoughts from five aspects:
I. Education and life
From the two educational viewpoints of "education is life" and "life is education", people can find that Dewey and Tao Xingzhi attach great importance to the relationship between life and education. Dewey's "education is life" contains two meanings: (1) education is a necessity of social life, and Dewey believes that education is a tool for the continuation of social life; (2) Education exists in social life and must be closely linked with social life. For example, he said in Democracy and Education: "Society not only continues to produce through communication, but also can fairly say that it exists in communication and exchange." "Not only social life and communication are the same thing, but all communication (so all real social life) has educational significance." What he calls "communication" is actually "education", so "education is life". "You can't live without a degree." ①
Tao Xingzhi's "life is education" tends to be a kind of "mass education". In his eyes, "life education is the education of the masses, the education run by the masses themselves, and the education run by the masses for the liberation of life." He believes that people should be educated in life. Tao Xingzhi's Life is Education expounds life from the perspective of education, emphasizing "the educational significance of life or the significance of life to education". His "life is education" has three meanings: first, life education is the original existence of human society, but life is education; Second, life determines education, and real life is the center of education; Third, the meaning of education is the change of life, and it is for the need of life moving forward. He believes that "a birdcage is a birdcage after all, and it is by no means a bird's world", so he advocates expanding the scope of education and putting birds in the sky, while school education should open the whole social life to students and keep close contact with children's life world. He believes that life itself is an education,
Generally speaking, Dewey's "education is life" and Tao Xingzhi's "life is education" both attach great importance to the relationship between life and education, breaking the situation that "education is self-education and society is self-society" advocated by traditional education, which leads to the disconnection between schools and society, students can't solve practical problems and students can't adapt to the serious consequences of society. Even today, their views are still of great significance to the "return of education to students' life world" advocated by us.
Second, schools and society.
Dewey put forward "school is society" according to "education is life". He called on the school to have the same environment as the existing system, so as to cultivate people who can fully adapt to the current social life. School is a form of social life, which simplifies social life and restores it to an embryonic state, presenting students' current social life. Of course, school is not a simple transplantation and replication of society. Compared with the ordinary living environment, the school provides a simplified, purified and balanced environment for students to grow up smoothly. As a primary society, school is not independent of the real society, but closely related to the real society. Dewey believes that "school life must be consistent with off-campus life." These two aspects must interact freely. "If school life has nothing to do with off-campus life, even if children can learn about society and cultivate interest in society at school, they can't be applied to off-campus life." The school is isolated from the society, so the knowledge in the school cannot be applied to life, so it is not good for conduct. "
The concept of "school is society" is like catching a lively bird from the air and putting it in a birdcage. It tries to absorb all aspects of society and merge into a primary school, so it is easy to be widely implemented, while the concept of "society is school" is the opposite. It seeks to extend all aspects of the school to nature.
Tao Xingzhi's "society is school" is based on the criticism of Dewey's educational thought. Tao Xingzhi's idea that "school is society". & gt
Question 5: Who was Dewey's pragmatic education thought first spread in China? Dewey stands for pragmatic education, which, together with the "progressive education" in western Europe, opposes traditional education and becomes a new school of education. They advocated replacing teachers' center with children-centered, replacing subject teaching with activity courses, criticizing that traditional education is divorced from the reality of students' lives and ignoring students' interests and needs, and put forward slogans such as "education is life", "school is society" and "learning by doing", which formed a perfect pragmatic educational ideology and became the representative of "modern education school". Tao Xingzhi put forward some life education theories that are contrary to Dewey's theory, such as "building an all-round extended democratic society through all-round extended education", "life is education", "society is school" and "teaching and learning are integrated". John? John. Dewey is a famous pragmatic philosopher and educator, who founded the ideological system of pragmatic education and is known as the "pragmatic giant". Tao Xingzhi is a great people educator in China. 19 15, when he was 24 years old, he majored in education management in Teachers College of Columbia University, and Dewey was his tutor. As Dewey's favorite pupil, Tao Xingzhi made a comprehensive study of Dewey's educational thought. After returning to China, according to the current social situation in China, he launched a mass education movement, inherited and developed Dewey's education thought, and founded a modern education theory with life education as the main line. By comparing Dewey's and Tao Xingzhi's educational thoughts, this paper further analyzes Tao Xingzhi's inheritance, development and innovation of Dewey's educational thoughts, highlights the modern value of Tao Xingzhi's educational thoughts, and promotes the in-depth development of learning pottery. We make a comparative study from the following five aspects: First, Dewey's views on the relationship between school and society are twofold: First, from the perspective of school organization, he believes that schools should become a small society and a primary society, and carry out activities with various homework that reflects the life of the big society. School is a form of social life, which simplifies social life and restores it to an embryonic state, presenting children's current social life. The second is the social function of school education. Dewey believes that the social function of school education is to improve the adjustment function first. He pointed out that school education is the basic method of social reform for social progress. School education is an adjustment in the process of sharing social consciousness, and the adaptation of individual activities based on this social consciousness is the only reliable method of social transformation; Secondly, the social function of school education is a continuation function, that is, school education is a continuation tool of social life. Through education, the behavior, thoughts and emotional habits of the older generation can be passed on to the new generation; Thirdly, the coordination function of school education is to coordinate the relationship between individuals and society, make individuals become "members of society" to maintain "a democratic and progressive society" and ensure that social changes will not bring chaotic thoughts and habits; Finally, the training function of school education is to cultivate the ability of personal life and cooperation with others. Based on the present situation of American capitalist society at that time, Dewey analyzed the relationship between school and society, which fully reflected his reformist social thought. Tao Xingzhi made a somersault on the relationship between Dewey's school and society, and put forward that "society is school". The school he refers to has two meanings: one is a specialized school; The second refers to people's living places. Tao Xingzhi's definition of "society is school" is to find a feasible way to popularize mass education and improve the quality of the people from the national conditions of China at that time. Tao Xingzhi believes that the organizational form of a school should be: (1) a school connected with social life. This school takes the blue sky as the top, the earth as the bottom, and 28 dormitories as the walls. Everyone is a teacher, a student and a classmate. Form a large education system including family education and social education. (2) the center of transforming society. Tao Xingzhi put forward the slogan of "four million", including "creating one million schools and transforming one million villages". Tao Xingzhi expounded the role of school education from the perspective of saving the nation from extinction. He thinks: ① School education is a weapon, a weapon for the liberation of the nation and the people, and the most reliable and effective weapon for mobilizing the people. He emphasized the use of education to ignite the fire of life in China and release the light of life in China. (2) school education should improve the quality of the nation, make people transform every day, make progress every day, and walk on the good road every day; ③ School education should make China democratic and prosperous, and "teach people to create a wealthy society, not wealthy individuals". In order to give full play to the social function of education, Tao Xingzhi worked hard all his life and personally founded Anhui Public School, Xiaozhuang Normal School, Shanhai Engineering Group, Yucai School, Social University and Cave School. Explore the laws and ways of the connection between school education and society and build Renmin University ... >; & gt
Question 6: john dewey's Pragmatic Thought Dewey (1859- 1952), an American educator, is a representative figure of pragmatic educational thought.
(A) on the nature of education
Based on pragmatism, empiricism and functional psychology, Dewey criticized the traditional school education and put forward his basic view on the essence of education, that is, education is life and school is society.
1, education is life
Dewey believes that education is the process of children's life now, not the preparation for their future life. He said: life is development, and continuous development is life. Therefore, the best education is to learn from life and experience. Education is to provide children with conditions to ensure their growth or complete life.
Because life is growth and children's development is the process of primitive instinctive growth, Dewey emphasized that growth is the characteristic of life, so education is growth. In his view, education is not to force children to absorb external things, but to let human innate ability grow.
Therefore, Dewey believes that the educational process has no purpose outside itself, and the purpose of education lies in the educational process. As a matter of fact, he opposes taking externally imposed goals as indicative goals for children's growth.
2. School is society.
Dewey believes that since education is a process of social life, school is a form of social life. He stressed that the school should become a small society, a primary society. In school, we should simplify the real social life into an embryonic state and present the re-presented social life. As far as the specific requirements of the school as a society are concerned, Dewey put forward that, first, the school itself must be a social life, with all the significance of social life; Second, on-campus learning should be connected with off-campus learning, and the two should interact freely. However, the school is the society, which does not mean that the society lives in the simple reproduction of the school. Dewey also believes that schools, as a special environment, should have three important functions, namely, simplifying and sorting out various factors that tend to develop; Purify and idealize the existing social customs; Create a broader and more balanced environment than teenagers may come into contact with when they are alone.
(B) Teaching theory
Teaching theory is a very important part of Dewey's pragmatic educational thought system.
1, learn by doing
On the basis of criticizing traditional school education, Dewey put forward the basic principles of doing middle school. Because people's initial knowledge and the most determined knowledge are all about how to do it. Therefore, the teaching process should be a process of doing. In his view, if children have no chance to do it, it will inevitably hinder their natural development. Children are born with a desire to do things and work, and have a strong interest in activities, so special attention should be paid.
Dewey believes that learning by doing is learning from activities and learning from experience, which links the acquisition of knowledge in school with activities in the process of life. Because children can learn from those truly educational and interesting activities, which will help them grow and develop. In Dewey's view, this may mark a turning point in a child's life.
However, children's work activities are different from vocational education. Dewey pointed out that implementing the principle of learning by doing will make the influence exerted by the school on its members more vivid, lasting and full of cultural significance.
2. Thinking and teaching
Dewey believes that good teaching must arouse children's thinking. The so-called thinking is a wise learning method, or a wise experience method in the teaching process. In his view, if there is no thinking, it is impossible to have a meaningful experience. Therefore, schools must provide thought-provoking experiences ... >; & gt
Question 7: The argument of Dewey's pragmatic pedagogy is that Dewey's pragmatic pedagogy is (education is life, school is society, learning by doing).
Question 8: Compare the similarities and differences between Dewey and Tao Xingzhi's educational thoughts. John. Dewey is a famous pragmatic philosopher and educator, who founded the ideological system of pragmatic education and is known as the "pragmatic giant". Tao Xingzhi is a great people educator in China. 19 15, when he was 24 years old, he majored in education management in Teachers College of Columbia University, and Dewey was his tutor. As Dewey's favorite pupil, Tao Xingzhi made a comprehensive study of Dewey's educational thought. After returning to China, according to the current social situation in China, he launched a mass education movement, inherited and developed Dewey's education thought, and founded a modern education theory with "life education" as the main line. Here we compare Dewey's and Tao Xingzhi's educational thoughts from five aspects:
I. Education and life
From the two educational viewpoints of "education is life" and "life is education", people can find that Dewey and Tao Xingzhi attach great importance to the relationship between life and education. Dewey's "education is life" contains two meanings: (1) education is a necessity of social life, and Dewey believes that education is a tool for the continuation of social life; (2) Education exists in social life and must be closely linked with social life. For example, he said in Democracy and Education: "Society not only continues to produce through communication, but also can fairly say that it exists in communication and exchange." "Not only social life and communication are the same thing, but all communication (so all real social life) has educational significance." What he calls "communication" is actually "education", so "education is life". "You can't live without a degree." ①
Tao Xingzhi's "life is education" tends to be a kind of "mass education". In his eyes, "life education is the education of the masses, the education run by the masses themselves, and the education run by the masses for the liberation of life." He believes that people should be educated in life. Tao Xingzhi's Life is Education expounds life from the perspective of education, emphasizing "the educational significance of life or the significance of life to education". His "life is education" has three meanings: first, life education is the original existence of human society, but life is education; Second, life determines education, and real life is the center of education; Third, the meaning of education is the change of life, and it is for the need of life moving forward. He believes that "a birdcage is a birdcage after all, and it is by no means a bird's world", so he advocates expanding the scope of education and putting birds in the sky, while school education should open the whole social life to students and keep close contact with children's life world. He believes that life itself is an education,
Generally speaking, Dewey's "education is life" and Tao Xingzhi's "life is education" both attach great importance to the relationship between life and education, breaking the situation that "education is self-education and society is self-society" advocated by traditional education, which leads to the disconnection between schools and society, students can't solve practical problems and students can't adapt to the serious consequences of society. Even today, their views are still of great significance to the "return of education to students' life world" advocated by us.
Second, schools and society.
Dewey put forward "school is society" according to "education is life". He called on the school to have the same environment as the existing system, so as to cultivate people who can fully adapt to the current social life. School is a form of social life, which simplifies social life and restores it to an embryonic state, presenting students' current social life. Of course, school is not a simple transplantation and replication of society. Compared with the ordinary living environment, the school provides a simplified, purified and balanced environment for students to grow up smoothly. As a primary society, school is not independent of the real society, but closely related to the real society. Dewey believes that "school life must be consistent with off-campus life." These two aspects must interact freely. "If school life has nothing to do with off-campus life, even if children can learn about society and cultivate interest in society at school, they can't be applied to off-campus life." The school is isolated from the society, so the knowledge in the school cannot be applied to life, so it is not good for conduct. "
The concept of "school is society" is like catching a lively bird from the air and putting it in a birdcage. It tries to absorb all aspects of society and merge into a primary school, so it is easy to be widely implemented, while the concept of "society is school" is the opposite. It seeks to extend all aspects of the school to nature.
Tao Xingzhi's "society is school" is based on the criticism of Dewey's educational thought. & gt