Dewey's reinterpretation

-Review of Exploration of Modern Education-Dewey and Pragmatic Educational Thought

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In the history of modern education in the world, there is a resounding name that can still be heard a hundred years later, and that is "john dewey". Dewey has received extensive attention in every corner of the world, in countries with different social systems and in different historical periods. The emergence of this situation can't be said to be unprecedented, but it is probably unprecedented. Whether we praise him or vilify him, respect him or despise him, it does not prevent him from being one of the greatest educators in human history, and he has left a valuable legacy for mankind in educational theory and practice. These heritages have become the common wealth of mankind, and even if human society enters the information age, they still have value that cannot be underestimated. Studying Dewey and learning from Dewey can be said to be the basic course for every educator.

Exploration of Modern Education —— Dewey and Pragmatic Educational Thought (hereinafter referred to as Exploration) is the research result of the ninth five-year plan of national educational science undertaken by Professor Shan Zhonghui of East China Normal University. After 20 years of sharpening the sword, I have long thought about Dewey's pragmatic education thought and paid attention to relevant scientific research achievements, and used the opportunity of studying abroad to collect information extensively. He can endure loneliness and the hard work of studying hard at a cold window, and wrote this excellent book on Dewey's educational thought for readers. As the responsible editor of this book, I was fortunate to be its first reader. I feel that this book has three important features. First of all, the context clearly reveals the formation process of Dewey's educational thought system. Secondly, it comprehensively and objectively evaluates Dewey's theory and clarifies some misunderstandings about Dewey. Thirdly, the author has mastered a wealth of literature, many of which appeared in China academic circles for the first time. Because of the rich literature, the author can be justified and justified.

First, Dewey's exploration process of modern education

The book Exploration clearly shows the whole process of Dewey's educational thought from formation to development and maturity, thus vividly presenting readers with a strong man who pursues truth unremittingly.

The author reveals the beginning of Dewey's academic career from his college days and professor career. This period is an important period for Dewey to mature academically and finally establish pragmatic educational thought.

Dewey completed his college career in university of vermont and Johns Hopkins University. While studying in university of vermont, Dewey decided to make philosophy research his lifelong career. During his doctoral studies at Johns Hopkins University, he fully demonstrated his potential as a scholar and teacher. This school is the first research university in America. In this school with a strong academic atmosphere, Dewey contacted many scholars who inspired him greatly and participated in a wide range of academic activities and research, thus strengthening his determination to engage in philosophical research. It was in this school that Dewey began to think about a new kind of psychology. As the author points out in this book, "In a sense, Johns Hopkins University ... nourishes Dewey in all directions".

Dewey's career as a university professor began at the University of Michigan. From the University of Michigan to the University of Chicago, and then to Columbia University, this is a road for Dewey to mature academically, which opens the process for Dewey to go from the United States to the world.

The University of Michigan is the foundation stage of Professor Dewey's career. At this stage, he accumulated rich teaching experience and published many research results. Broadened the research field, and primary and secondary education became an important research field in his future. During the 10 years when Dewey worked at the University of Chicago, he combined philosophy, psychology and pedagogy to establish a world-famous experimental school-Dewey School, and conducted educational experiments with great influence at home and abroad, and began to construct his pragmatic educational thought. The author of this book believes that Dewey completed the transformation from a philosopher to an educator at this stage. The period of teaching at Columbia University was the heyday of Dewey's career. The author of the book points out that Dewey's philosophical thought has fully matured during this period, and finally formed a complete system of his pragmatic educational thought; Dewey's academic position as a world-famous philosopher and educator has been established and widely recognized. During this period, Dewey became the most influential and profound world-class educator in modern times through his overseas students, his personal visits and the translation and publication of his works.

The author of Exploration traces Dewey's growth and development, so that readers can study Dewey's educational thought and practice along the development track of Dewey's thought.

Secondly, the background, theoretical origin and practical basis of Dewey's educational thought.

The author of this book profoundly expounds the background, theoretical origin and practical basis of Dewey's educational thought. After reading this book, we can say that Dewey's educational thought is not born out of thin air, but the product of the times. Dewey era is a great turning point in American history, which puts forward new challenges and requirements for education. Dewey is a philosopher and educator with a strong sense of the times. He deeply thought about the great changes in American social life during the great turning point, established a new view of the times, and believed that education must undergo corresponding changes in order to have the significance of the times and reflect the spirit of the times. In the author's view, Dewey's educational reform is mainly reflected in the following aspects: the expansion of school curriculum and the increase of the number of students are synchronized with the industrialization of the United States; Old training methods have been abolished in schools; The school provides many new facilities for student activities; Introduce a large number of new disciplines and courses; Ideological indoctrination in teaching has become more skillful and attractive; The relationship between teachers and students has become humanized. Dewey also believes that the reform of education, in turn, has a great impact on the changes of social life. The historical mission of educators is to actively participate in the torrent of social change, consciously create an education that can adapt to the changes in social life, and cultivate individuals who can participate in social life rationally and truly. Education should make personality develop better in a changing society.

The author of this book has devoted considerable space to expounding the relationship between the development of pragmatic philosophy, the rise of functionalism psychology, the establishment of democratic belief and the formation of Dewey's pragmatic educational thought system. In the book, the author analyzes how Dewey explored a new philosophical thinking and applied the pragmatic philosophy, which became the theoretical basis of Dewey's educational thought system, to the social and educational fields. Psychology is another important theoretical basis of Dewey's educational thought system. In this book, the author analyzes Dewey's functionalist psychology. The author thinks that Dewey reveals the difference between old and new psychology, clarifies that psychology means a coordinated function, carefully studies children's instinct and development, and explains the relationship between psychology and social practice. It was Dewey who made educators see the value of psychology and applied it to educational practice. The author further explains that Dewey not only established democratic belief, but also regarded it as an important factor in the formation of pragmatic educational thought. The author analyzes Dewey's views on the relationship between democratic society and democracy and the meaning of democracy, focuses on Dewey's thoughts on the relationship between democracy and education, and points out that Dewey believes that democracy is a challenge to education and a reference point of education, and education is the primary tool of democracy. In Dewey's pragmatic education thought system, democracy and education are a unified whole, and they are inseparable.

In Exploration, the author introduces Dewey's practice of exploring modern education in detail, that is, the experiment of University of Chicago Elementary School (Dewey School). Dewey has been experimenting for eight years. In this experimental school, Dewey put his educational theory into practice, and tested and scientifically evaluated it. Dewey mainly experimented on four issues: (1) How to connect school education with children's daily life and prevent disconnection; (2) How to make the teaching content of the school have positive value and practical significance in children's own experience; (3) How to motivate children to learn knowledge and acquire skills; (4) How to link teaching materials with children's physical and mental activities. The author points out that Dewey's experimental activities provide a valuable practical basis for the construction of his pragmatic educational thought system.

Reveal the true meaning of Dewey's educational thought in comparison

The author of Exploration compares Dewey's educational thought system with "traditional education" and progressive education by comparison, and reveals the true meaning of his educational thought from the comparison.

1. Comparison with "traditional education"

From 65438 to 2009, Dewey actively participated in the large-scale education reform movement that rose in the 1990s. It was he who first called Herbart's subjectivist education thought "traditional education", so the concepts of "traditional education" and "modern education" came into being in the history of education. Dewey created his own educational thought in his criticism of "traditional education".

Dewey severely criticized the disadvantages of traditional education. He believes that its disadvantages are mainly manifested in four aspects: (1) the school is isolated from social life; (2) The curriculum is out of line with children's needs and real life needs; (3) Teaching is indoctrination and students are passive audiences; (4) Teachers act as supervisors or dictators in the classroom. The consequences of these shortcomings are: (65,438+0) the biggest waste of schools, and it is impossible for schools to make use of the experience gained by children in family and daily life; Schools become "schools of books": (2) destroying the unity of education and wasting children's lives; (3) It hinders the development of children's thinking; (4) Traditional textbooks lose their educational value because they can't meet individual needs and abilities; (5) The unification of curriculum and teaching methods makes children lose their interest and motivation in learning; (6) causing mental stress on both sides of teaching.

The book Exploration points out that Dewey's criticism of traditional education is sharp, but it is a rational criticism, and Dewey fully affirmed Herbart and his school's contribution to the development of educational theory. Criticism is not Dewey's purpose, but Dewey hopes to think deeply about education through rational criticism of "traditional education" and draw new educational ideas to guide new educational practice. It is in this kind of criticism and thinking that his educational thought is formed.

2. Comparison with "progressive education"

The progressive education movement in the United States is aimed at traditional school education. The book Exploration points out that Dewey fully affirmed and enthusiastically supported the progressive education movement, but he was different from the progressive educator in theory. On the basis of detailed literature research, the author briefly expounds the rise and fall, experimental activities and theoretical achievements of the progressive education movement. The author thinks that Dewey affirmed the progressive education movement from four aspects: (1) the progressive education movement is a criticism and impact on traditional education, and various experiments in progressive schools are a protest against the outdated school system; (2) Education is based on the world in which children live, and the teaching methods adopted can make people's various abilities develop harmoniously; (3) The progressive education movement has brought about remarkable changes in school life: the atmosphere in progressive schools is active, students are interested in learning, more free and original, there is more cooperation between teachers and students, more practical and creative activities, more reflective thinking in collective life, more democratic ways, and schools pay more attention to cultivating professional ability to adapt to society; (4) Promoting the reform and development of educational theory. But Dewey also made some serious criticisms of the progressive education movement. He criticized the "child-centered" school thought in the progressive education movement, criticized the movement for ignoring the organization of curriculum and teaching materials, and criticized the absolute thinking mode adopted by the movement. The author points out that Dewey deeply reflected on the progressive education movement. He believes that the achievements of the progressive education movement in all aspects are limited, and the experiment of educational innovation lacks careful planning. This movement is only related to teachers, and there is not enough understanding of the importance of scientific methods. It is still in some danger, and its road is bumpy.

A summary of Dewey's pragmatic educational thought system

There are many research results about Dewey's pragmatic educational thought system, and the book Exploration is the most prominent one. Dewey constructed a complete educational ideology. This book makes a comprehensive review from eight aspects: education and life, school and society, experience and curriculum, knowledge and action, thinking and teaching, education and occupation, education and morality, children and teachers.

In the relationship between education and life, Dewey put forward the famous propositions of "education is life" and "education is growth". This book comprehensively demonstrates the proposition and connotation of these two propositions, and then studies Dewey's teleology of education and Dewey's criticism of various popular education views. On school and society, this book deeply analyzes Dewey's proposition that school is society by analyzing its meaning and significance. Regarding the relationship between experience and curriculum, this book first analyzes the basis of Dewey's curriculum materials and his research on two different curriculum theories, and analyzes Dewey's proposition, content and requirements of psychology curriculum materials. On the relationship between knowledge and practice, this book analyzes the proposition of "learning by doing" and the meaning and significance of this proposition. Regarding thinking and teaching, this book analyzes Dewey's proposition on how to think, the meaning of Dewey's thinking concept, the value of thinking, Dewey's five steps of thinking and teaching, and introduces Dewey's views on thinking training and teaching activities. Regarding the relationship between education and occupation, this book first analyzes the meanings of Dewey's "occupation" and "vocational education", and then analyzes Dewey's reasons for emphasizing vocational education, Dewey's criticism of the disadvantages of current vocational education, and Dewey's proposition on implementing vocational education. In terms of the relationship between education and morality, this book also studies Dewey's social and psychological views on moral education by analyzing Dewey's "morality" and "moral education". In terms of the relationship between children and teachers, this book comments on Dewey's views on children's education and teachers.

A summary of the world influence of Dewey's educational thought system

Dewey is a modern educator who has the greatest influence on the world from America to the world. On the basis of rich literature, Exploration makes a comprehensive and detailed comment on Dewey's world influence. This book introduces the influence of Dewey's pragmatic education thought in Britain, France, Germany and other western European countries, in the Soviet Union, in Turkey and Mexico, in Japan and in China. This book is particularly distinctive in introducing the influence of Dewey's educational thoughts on the Soviet Union, Japan and China, which is of great help to China educators in studying the educational reforms in these countries in the early 20th century.

In a word, The Exploration of Modern Education-Dewey and Pragmatic Educational Thought is a masterpiece that comprehensively studies Dewey's educational thought system, and it is especially recommended for educators to read it.