The multiple logics of school gardening: a ‘return to nature’ or ‘love of labour’?
The multiple logics of school gardening: a ‘return to nature’ or ‘love of labour’?
复制标题
学校园艺的多重逻辑：“回归自然”还是“热爱劳动”？
DOI：
10.1080/0046760x.2020.1771778
复制
发表时间：
2020
影响因子：
0.5
通讯作者：
Elsie Rockwell
中科院分区：
文献类型：
--
作者：
Elsie Rockwell
摘要本文探讨了世纪早期师范学院四位学者（毕格罗、杜威、基尔帕特里克和卡尼）在教育项目中的学校花园历史。它的结论是，园艺活动主要是为城市儿童谁缺乏农业经验。园艺在北方实验学校中的作用与中西部农村学校和南方黑人青年隔离学校的建议进行了比较。通过分析用于促进或驳回学校园艺的教育论点，以及教育或保留某种类型的劳动力的理由，确定了各种逻辑。这些论点的结合出现在杜威对第一次世界大战期间粮食紧急生产的辩护中。不同的逻辑指向的悖论连接的主题“回归自然”和“劳动的爱”作为常数在学校园艺话语。
ABSTRACT This article explores the history of school gardens in educational projects linked to four scholars at Teachers College (Bigelow, Dewey, Kilpatrick and Carney) during the early twentieth century. It concludes that gardening activities were designed primarily for urban children who lacked experience in farming. The role of gardening in experimental schools in the North is compared with proposals for rural schools in the Midwest and for segregated schools for Black youth in the South. Various logics are identified by analysing the educational arguments used to promote or dismiss school gardening, and the rationales for educating or retaining a certain type of labour force. A combination of these arguments appears in Dewey’s vindication of the emergency production of foodstuffs during the First World War. The different logics point to the paradox connecting the themes of a ‘return to nature’ and ‘love of labour’ as constants in the school gardening discourse.