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A Study of the Significance of Public and Moral Inquiry in John Dewey' Philosophy of Education and his Contemporary Followers

公共与道德探究在约翰·杜威教育哲学及其当代追随者中的意义研究

基本信息

批准号：
14510273
负责人：
HAYAKAWA Misao
金额：
$ 2.11万
依托单位：
Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

The purpose of this study is to construct a public theory of education as an integration of Dewey's theory of education and his theory of public and moral inquiry and to propose a new theory of "transformative self" based on reflective intelligence and cross-categorical thinking.In the first year, I examined the social, moral and legal views inherent in Dewey's theory of "intelligent pacifism," which proposed to solve social and moral conflicts caused by America's participation in World War I. I also clarified his theory of "embodied intelligence," in which the cooperation between reflection and making (poiesis) functions to construct a foundation of moral growth.In the second year, firstly, I studied the relationship between Dewey's philosophy of education and his political theory, which share the idea of democracy as a common element. I suggest that communicative inquiry plays an important role to connect between personal intelligence and public aspect of intelligence or public opinion. Secondly, R.Kegan's theory of "evolving self" was examined as an extension of Dewey's theory of experiential self, in which the imaginative process of cross-categorical knowing makes possible the development of what he calls "interindividual self."In the third year, I reexamined the dilemma inhering in Dewey's method of conflict-solving, which he proposed during World War II. I stress that his theory of "practical idealism" during the War failed to suggest a viable method to avoid war as a means to construct a peaceful relationship among nations. Finally, I examined the role of imaginative intelligence, which functions as a vehicle to connect other person's experience and to learn from different cultures. Cross-categorical knowing and border-crossing involved in imaginative intelligence should be a solid foundation for our moral growth.

本研究的目的在于建构一个整合杜威教育理论与公共与道德探究理论的公共教育理论，并提出一个以反思性智能与跨范畴思维为基础的新的“变革自我”理论。在第一年，我考察了杜威“智能和平主义”理论中固有的社会、道德和法律的观点，“提出解决美国参加第一次世界大战所引起的社会和道德冲突。在第二年，我首先研究了杜威的教育哲学和政治理论之间的关系，这两种理论都把民主作为一个共同的因素。我认为，沟通性研究在连接个人智能和公共智能或公共舆论方面发挥着重要作用。第二，凯根的“进化自我”理论被认为是杜威经验自我理论的延伸，在杜威的经验自我理论中，跨范畴认知的想象过程使他所谓的“个体间自我”的发展成为可能。在第三年，我重新审视了杜威在第二次世界大战期间提出的解决冲突的方法中固有的困境。我强调，他在战争期间的“实践理想主义”理论未能提出一种可行的方法来避免战争，作为建立国家间和平关系的手段。最后，我研究了想象力的作用，它作为一种工具，连接其他人的经验和学习不同的文化。想象智能中的跨范畴认知和跨越边界应该是我们道德成长的坚实基础。