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A Comparative Analysis of John Dewey's Philosophy of Education from the Perspectives of Phenomenology, Hermaneutics, and Critical Theory

现象学、阐释学和批判理论视角下约翰·杜威教育哲学的比较分析

基本信息

批准号：
02610114
负责人：
HAYAKAWA Misao
金额：
$ 0.9万
依托单位：
Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1991
项目状态：
已结题

项目摘要

The relevance of John Dewey's philosophy for restructuring modern theories of education is examined by this project. Special attention is paid to the recent studies of phenomenology, hermaneutics, and critical theory. Through the comparison between Dewey and such philosphers as Alfred Schutz, Richard Rorty, and Jurgen Habermas, a new paradigm for a philosophy of education is sought. The research results are as follows :1, Dewey's "naturalistic metaphysics" seeks for the construction of a metaphysics of "experience, " in which ontology and epistemology are fused into one. It is a philosophy of "contextualism, " which regards experience or a situation as a contextual whole. Thus, his theory of education is a humanistic empiricism which explores the possibilities of human experience.2, Dewey's idea of "pre-reflective situation (or primary experience) " and Schutz's idea of "life-word" share a similar philosophical sturcture. Phenomenological concepts of "intentionality" and "intersubjectivity" are also developed in Dewey's theories of "habit and shared experience. "3, Dewey's method of inquiry is a "unified logical method" by which the transformation of a situation will be conducted and one's system of meanings can be corroborated and enriched.4, Dewey's "social inquiry" and Habermas' "communicative reason" share a common goal of generating a comprehensive consensus, which can be achieved through dialogue between two groups of different opinions and ideas. Rorty calls this search for an "inter-intersubjective consensus" the "Dewey-Habermas line. "5, Education is a continuous process of "passionate inquiry. " Continuous "communicative inquiry" is a matrix of "mutual growth, " which is an essential condition of cultivating "coinquirers. " It is a life-long process in which factual, conceptual, moral, and practical forms of knowledge will be restructured and enriched continuously.

杜威的哲学对于重建现代教育理论的相关性是通过这个项目来检验的。特别注意的是最近的现象学，诠释学和批判理论的研究。通过对杜威与舒茨、罗蒂、哈贝马斯等教育哲学家的比较，寻求一种新的教育哲学范式。研究结果如下：1、杜威的“自然主义形而上学”寻求建构一种“经验”形而上学，在这种形而上学中，本体论与认识论融为一体。它是一种“语境主义”哲学，将经验或情境视为一个语境整体。因此，杜威的教育理论是一种探索人类经验可能性的人本主义哲学。2、杜威的“前反思情境（或原始经验）“思想与舒茨的“生活世界”思想具有相似的哲学结构。现象学的“意向性”和“主体间性”概念也在杜威的“习惯与共享经验”理论中得到发展。3、杜威的探究方法是一种“统一的逻辑方法”，通过这种方法可以进行情境的转换，并确证和丰富一个人的意义系统。4、杜威的“社会探究”与哈贝马斯的“交往理性”有一个共同的目标，即通过两个不同观点和思想群体之间的对话，产生一种全面的共识。罗蒂把这种对“主体间共识”的探索称为“杜威-哈贝马斯路线”。5、教育是一个持续不断的“激情探究”过程。持续的“交往探究”是“共同成长“的母体，是培养“共同探究者“的必要条件。“这是一个终身的过程，在这个过程中，知识的事实、概念、道德和实践形式将不断地被重组和丰富。