(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 relationship between educational pragmatism and naturalism? The relationship between inheritance and development.
Pragmatism education is an important school of western modern bourgeois education thought. Advocating a child-centered, democratic and equal relationship between teachers and students had a great influence on the relationship between teachers and students in China in the 1920s and 1930s. In the educational theory at that time, most people advocated criticizing the dignity of teachers, emphasizing the need to liberate students, take students as the center, learn from students, establish a democratic, equal and cooperative relationship between teachers and students, and carry out enlightening education according to students' individual psychological characteristics. We should learn from the theory and experience at that time, reflect on the current relationship between teachers and students, and seriously think about how to deal with the problems closely related to the relationship between teachers and students, such as foreign and local, traditional and modern, teacher-student status, teachers' teaching and students' learning, so as to build a more scientific theory of teacher-student relationship and establish a more harmonious relationship between teachers and students.
Pragmatic educational thought is an educational theory based on pragmatic philosophy and embodying the American spirit. The main viewpoints of pragmatic educational thought are:
1. Criticize the traditional educational theory regardless of children's personality characteristics and the needs of social life changes.
2. Advocate that education is life, education is the constant transformation of experience, and school is society.
3. Emphasize children's center, criticize the old education's emphasis on teachers and textbooks, and think that children are the center of education, just like the earth goes around the sun, and the role of teachers is to organize and guide students' activities according to their characteristics and needs.
4. Attach importance to children's experience, interests and needs, emphasize the initiative and creativity of children's development, and emphasize the teaching practice with children as the main body, that is, learning by doing. 5. Think that the education process is a process of joint participation and cooperation between teachers and students, and advocate equality between teachers and students. Dewey put forward that "in order to make the education process a real process of joint participation of teachers and students, a real process of cooperation and interaction, both teachers and students should participate equally and scholars." That is to say, while emphasizing children's center, pragmatic education also advocates the establishment of a democratic and equal relationship between teachers and students.
The core of Rousseau's naturalism education is "going back to nature". The "natural state" in Rousseau's Theory of Human Inequality and The Origin of the Country refers to the prehistoric times of human beings, but it pays more attention to the primitive tendency and innate ability of human nature in education. It is closely related to the "natural state" of human beings: good human nature exists in a pure natural state. It is only because the civilization of the society, especially the civilization of the city, is distorted in human nature and sinful. Therefore, only the education of "returning to nature" and the education away from the noisy urban society can help to maintain people's kind nature. Therefore, education before 15 years old must be carried out in rural areas far away from cities.
Rousseau also demonstrated that education must "return to nature" from various influences on children. He said that everyone is trained by natural education, food education and artificial education. Only the successful combination of the three kinds of education can achieve the expected goal. However, the manpower of natural education can't be controlled, so it is impossible to make natural education close to physical education and artificial education. Only when the latter two tend to be consistent with natural education can we achieve a good combination of the three kinds of education. Therefore, education "belongs to nature", that is, education based on nature is a good and effective education.
Education is required to follow the natural nature, that is, children are required to take the initiative in their own education and growth, without being indoctrinated, suppressed or forced by adults, and teachers only need to create a learning environment to prevent adverse effects. His role is not positive, but negative. So Rousseau often mentioned "negative education".
Nature education is mainly aimed at the rich. The reason is that the environment of the poor, especially the rural environment, is very close to nature, and they are forced to receive only this kind of natural education, and it is impossible to get other education. The education received by the rich from his environment is the most unsuitable for him, himself and society. Therefore, Rousseau believes that nature education for the children of the rich can at least save and train some people to become human beings.
To sum up, Rousseau's "natural education" is a challenge to the society under the autocratic system and its education that harms human nature. "Returning to nature" and conforming to nature are the goals and fundamental principles of innovative education.
Question 4: What are the famous pragmatic educators and masterpieces? 5 points Dewey's democracy and education.
Question 5: Hu Shi's Pragmatism Thought Hu Shi was also keen on the China application and exploration of pragmatism education thought after returning to China. 19 17, at the beginning of Hu Shi's return to China, he published the famous "Misconceptions of Returning to China", which mercilessly criticized China's school-running mode that was divorced from the needs of real life at that time and denounced it as "education of subjugation". He said: "In the past few decades, education reform only focused on the increase in quantity (education popularization-original note), but did not pay attention to the fundamental method reform." The so-called "fundamental method reform" here actually needs a pragmatic philosophy of life education as a guide. He reminded: "If you run a school, you don't have to ask what the education regulations are. You have to ask what this place needs most first. For example, what we need most here is farmers' common sense, silk, commerce and hygiene, but we use self-cultivation textbooks to teach them to become sages ... Don't pay attention to the integrity of the course, we must pay attention to the practicality of the course. " It is not difficult to see that Hu Shi tried to change China's current educational situation divorced from reality under the guidance of pragmatic educational philosophy. But from a deeper analysis, Hu Shi advocated pragmatism, aimed at Marxism that had been introduced at that time, advocated more research on some practical problems, including educational reform, and demanded that the "input theory" be applied to all our urgent problems in order to improve society and rebuild civilization bit by bit. He said: "Civilization is not caused by generality, but by dribs and drabs." Evolution is not a general evolution overnight, but a bit by bit evolution. "It is not difficult to find that this theory of little by little improvement is an overall introduction to Dewey's social reformism. Hu Shi later repeatedly advocated "the theory of saving the country through education" and "the theory of educational independence", and its theoretical origin lies in this.
Hu Shi not only respected Dewey's reformist development view, but also paid attention to another theoretical basis of his educational philosophy-"empiricism". Dewey objected to discussing the "philosopher's problem" far away from life-ontology, and thought that the fundamental problem of philosophy was "experience" which was inseparable from life behavior. In his view, this kind of "experience" is not the knowledge of the dead past, but the living life itself, which is the interaction between people and the environment. At the same time, philosophy and education are inseparable. "Philosophy can even be interpreted as the general theory of education." "Education is a laboratory for concretizing and testing philosophical differences." Therefore, the fundamental problem of philosophy-"experience" is actually the cornerstone and core of educational theory. Dewey said that education is to constantly reorganize experience, so that the significance of experience is particularly enhanced, and the personal command and command ability of later experience is particularly increased. Hu Shi explained: "'Education is to constantly reorganize experience'. How can I put it? Experience is life. Life is to cope with the situation around life; It is to change what you touch, to make harmful things harmless and harmless things beneficial. ..... How do you say' let the individual's ability to host the later experience be particularly increased'? Knowing the meaning of experience, we can arrange some effect for some reason, which means that we can infer the future, prepare in advance how to get good results and how to avoid bad results. " Obviously, Dewey's "empiricism" has become easy to understand and widely circulated after Hu Shi's popular explanation.
Consistent with "empiricism" and reformism, Dewey also put forward the famous ideas of "education is life" and "school is society". Hu Shi also promoted it in various ways. In addition to being the main translator of Dewey's lectures in China, he also took the initiative to open a course of "Selected Readings of Dewey's Works" in Peking University, and wrote many theoretical propaganda articles such as "Experimentalism". 1On July 24th, 935, Hu Shi wrote to Chen Yingbin, who was going to study in Japan, encouraging him to say: "Since he came to study abroad, he should know that learning does not depend entirely on classroom textbooks, but all family, habits, society, customs, politics, organization, human feelings and people. They are always there waiting for us to learn. " It is not difficult to find that Hu Shi's proposal contains a very strong thought of "life education", which meets the needs of the continuous development of China's modern social and economic life and is of great significance for opposing closed traditional education and cultivating talents in the new era.
Hu Shi was also deeply influenced by Dewey's thought in his research methods. In his view, "the biggest purpose of Dewey's philosophy is just how to make people develop that kind of' (CreativeIntelligence) and make people fully satisfied with various environments. In other words, the biggest purpose of Dewey's philosophy is how to make people have creative thinking. It is emphasized that the cultivation of this kind of "creative thinking" can not be separated from his five-step thinking method, that is, the emergence of difficult situations-determining the location of difficult problems-proposing solutions to problems >>
Question 6: Who is the representative of pragmatism pedagogy? Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century, and it has had a great influence on the research of educational theory and the development of educational practice all over the world in the 20th century. Its representative figures are American philosopher and educator Dewey and kilpatrick (187 1- 1965) and others. Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method.
Like experimental pedagogy, pragmatic pedagogy was put forward and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatism pedagogy takes pragmatism as its philosophical and theoretical basis.
Question 7: What is the relationship between pragmatism education and progressivism education? Can pragmatism education be regarded as a kind of progressive education? Parallel relationship, no.
Question 8: On the basis of criticizing something, pragmatic pedagogy is put forward. Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century, and it has had a great influence on the research of educational theory and the development of educational practice all over the world in the 20th century. Its representative figures are American philosopher and educator Dewey and kilpatrick (187 1- 1965) and others. Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method.
Like experimental pedagogy, pragmatic pedagogy was put forward and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatism pedagogy takes pragmatism as its philosophical and theoretical basis.
In fact, pragmatic pedagogy has put forward its own basic views:
First, education is life, and the process of education and life is integrated, rather than preparing for a certain life in the future.
Second, education is the growth of personal experience. Education is to let students grow their own experience in real situations, which is the ultimate goal of education.
Third, education is growth, which is the growth process of personal experience. The reason is that school is an embryonic society, and students' learning in school is actually a process of growing up in society.
Fourthly, the school curriculum centers on students' experience, breaking the original subject-centered curriculum system.
Fifth, teachers are no longer the center of education and teaching. Teachers are only the helpers of students' growth, and students are the center of education and teaching.
Sixth, in the process of education and teaching, we should attach importance to children's creativity and advocate children's independent exploration and discovery in the process of learning. Pragmatic pedagogy, based on American pragmatic culture, profoundly criticized the traditional educational theory represented by Herbart and promoted the development of pedagogy.
Question 9: Is Pragmatism Pedagogy Modern Pedagogy? Pragmatism Pedagogy is a school of modern pedagogy.
Reference:
Five schools of modern pedagogy:
1, experimental pedagogy. Experimental pedagogy is an educational theory that used experimental methods to study children's psychological development and education, which rose in some European and American countries at the end of 19 and the beginning of the 20th century. The representative figures are German educators Man Mei and Rai. The main viewpoints of experimental pedagogy are as follows: first, it opposes Herbart's pedagogy that emphasizes conceptual speculation, because it cannot test the advantages and disadvantages of educational methods; Second, advocate the application of experimental psychology to educational research to make educational research truly "scientific"; Thirdly, the educational experiment is divided into three stages, and a hypothesis is put forward for a certain problem. According to the hypothesis, the experimental scheme is made and the experiment is carried out, and the experimental results are applied to educational practice to prove its correctness. Fourthly, it is considered that educational experiments should be carried out in real school environment and teaching practice activities, which is different from psychological experiments carried out in the laboratory; Fifth, it advocates the use of experimental, statistical and comparative methods in educational research. Experimental pedagogy has greatly promoted the development of educational science, but it also has its limitations. Educational purposes and other issues related to the choice of value judgment cannot be solved by experimental methods. Moreover, its successors exaggerated the scientific quantification method as the only method of education and scientific research, and embarked on the wrong path of "scientism". At present, there is also a tendency of "scientism" in the field of educational research in China. Some people "play" with science and oppose qualitative research and action research. They think it is wrong to lack "scientificity".
2. Cultural pedagogy. Cultural pedagogy, also known as "pedagogy of spiritual science", is an educational theory that appeared in Germany at the end of 19. Its representatives are Dilthey and springer. The basic viewpoints of cultural pedagogy: first, man is a cultural existence, and human history is a cultural history; Second, the object of education is people, and education is carried out under a certain social and historical background. Therefore, the process of education is a historical and cultural process; Third, because education is a historical and cultural process, it can't be carried out by "conceptual speculation" of rationalism and "experimental method" of scientism, but by means of understanding and explanation; Fourthly, the purpose of education is to cultivate a complete personality, and the main ways are "training" and "awakening", on the premise of establishing a harmonious dialogue between teachers and students. However, cultural pedagogy has a strong speculative atmosphere and a strong philosophical color in the discussion of many issues, and it is difficult to put forward targeted and operable suggestions when solving practical problems. At present, the curriculum reform in China is greatly influenced by this kind of cultural pedagogy: the concept is good, but the operability is not strong.
3. Pragmatic pedagogy. Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century. It is a typical "American version" of pedagogy, which has a great influence on education all over the world in the 20th century. Its representative figures are Dewey and others. Pragmatic pedagogy was put forward by Hai on the basis of criticizing the traditional pedagogy represented by Herbart. Its main points are as follows: first, education is life, the process of education and the process of life are integrated, and education is not "preparing for life"; Second, education, that is, personal experience continues to grow; Third, the school is an embryonic society, in which students should learn what the real society needs; Fourth, the organization of courses should be centered on students' experience, not on scientific knowledge system; Fifth, the relationship between teachers and students is centered on children, not teachers. Sixth, the teaching process should attach importance to students' independent discovery, performance and experience and respect students' individual differences. However, there are three "neglects" in pragmatic pedagogy, namely, ignoring the study of systematic knowledge, the leading role of teachers and the characteristics of schools. Therefore, it has always been criticized, especially the former Soviet artificial earth satellite, and the Americans beat Dewey with backward science and technology boards. These, I am afraid, are also the tendencies that we need to pay attention to in the curriculum reform. The new curriculum has many good educational ideas, many good ideas, many good plans and many good goals. However, we should not repeat Dewey's three "neglects".
Humanism and Education, the representative work of Dewey, an American pragmatic educator, has had a far-reaching influence in the world. Dewey advocates that children should be the center instead of teachers, and activity courses should be used instead of subject teaching. In his view, "people's initial knowledge and the most unforgettable knowledge are all about how to do it", so it is necessary to set up a considerable environment for students in school to learn while doing things. Accordingly, he put forward "education is life" and "education is growth", ...