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

约翰·杜威的哲学与重建现代教育理论的相关性是通过这个项目来检验的。特别关注现象学，她的手法和批判理论的最新研究。通过对杜威与舒茨、罗蒂、哈贝马斯等哲学家的比较，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”寻求构建一种本体论与认识论合二为一的“经验”形而上学。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，他的教育理论是一种探索人类经验可能性的人本主义经验主义。2、杜威的“前反思情境（或初级经验）”思想与舒茨的“生活话语”思想具有相似的哲学结构。“意向性”和“主体间性”的现象学概念也在杜威的“习惯与共享经验”理论中得到了发展。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，并可以证实和丰富一个人的意义系统。4、杜威的“社会探究”和哈贝马斯的“交往理性”有一个共同的目标，那就是产生全面的共识，这可以通过两个不同意见和想法的群体之间的对话来实现。罗蒂把这种对“主体间共识”的探索称为“杜威-哈贝马斯路线”。教育是一个持续不断的“充满激情的探究”过程。持续的“沟通探究”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，事实的、概念的、道德的和实践的知识形式将被不断地重构和丰富。

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.