The Dewey School The Laboratory School Of The University Of Chicago 1896-1903
The Dewey School The Laboratory School Of The University Of Chicago 1896-1903
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杜威学校芝加哥大学实验学校 1896-1903
DOI：
10.2307/2084028
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发表时间：
1936
影响因子：
15.9
通讯作者：
K. Mayhew
中科院分区：
文献类型：
--
作者：
K. Mayhew
这本书谈到的也许是美国历史上最伟大的教育实验之一。1894年，约翰·杜威将他在密歇根大学哲学系主任的职位转移到芝加哥大学哲学、心理学和教育学系主任的职位上。他将留在那里，直到1904年，他的离开促使在很大程度上他不满他的妻子的待遇由行政在她的作用主要的实验室学校。在这个时候杜威急于翻译他的更抽象的想法变成实际的形式，他看到的立场在芝加哥提供了一个难得的机会，他这样做。杜威认为，学校本身与理论课程有着有机的功能关系。正如杜威急于将哲学和心理学融合起来，并将这两个学科与教育的理论研究联系起来一样，他也将学校视为这些研究的实验室，类似于科学课程中使用的实验室。这种将理论与实践相结合的努力也许是杜威整个职业生涯的主要特点。杜威在本卷《芝加哥实验的理论》一文中的第一句话中，我们看到了这个问题困扰他的程度：“教育理论和实践之间的差距总是如此之大，以至于人们自然会对任何单独提出纯理论原则的价值产生怀疑。“这本书准确而详细地描述了美国有史以来最有趣的实验之一。它为读者提供了约翰杜威的抽象哲学实验主义的复杂性。
This book talks of perhaps one of the greatest education experiments in the history of America. In 1894 John Dewey moved his position as Chairman of the Philosophy Department at the University of Michigan to assume the position as Chairman of the Department of Philosophy, Psychology, and Pedagogy at the University of Chicago. He would remain there until 1904, his departure prompted in great part by his dissatisfaction regarding his wife's treatment by the administration in her role of principal of the Laboratory School. At this time Dewey was anxious to translate his more abstract ideas into practical form and he saw the position at Chicago affording him a rare opportunity to do this. The school itself was conceived by Dewey as having an organic functional relation to the theoretical curriculum. Just as Dewey was anxious to merge philosophy and psychology and to relate both of these disciplines to the theoretical study of education, similarly he saw the school as a laboratory for these studies analogous to the laboratory used in science courses. This effort to merge theory and practice is perhaps the major characteristic of Dewey's entire professional career. In the opening sentence of Dewey's remarks in his essay in this volume, "The Theory of the Chicago Experiment," we see the extent to which this problem preoccupied him: "The gap between educational theory and its execution in practice is always so wide that there naturally arises a doubt as to the value of any separate presentation of purely theoretical principles." This book is an accurate and detailed account of one of the most interesting experiments ever undertaken in America. It provides the reader with the complexity of John Dewey's abstract philosophy experimentalism.