A Study of Public-Oriented School Reform from the Progressive Period to the Present in America

本研究项目旨在厘清美国进步时期至今教育改革运动的特点和任务。首先，我着重分析了始于20世纪80年代中期的美国当前学校改革的性质和方向。为了明确当前改革所涉及的理论任务，本文对杜威、诺丁斯和吉鲁等人提出的教育理论进行了考察。其次，阐述了当前教育改革中涉及的“后现代”因素。特别是对后现代关于人的形成的理论进行分析，特别是对文化研究提出的“混合身份”的形成和吉鲁所主张的“跨越边界”的功能。第三，通过考察进步时期至今各种教育改革中积累的理论智慧，回顾了这一传统对我国人性论建构和教育改革的影响。本研究将成为建构“公共想像”教育理论的母体，透过合作探究与沟通的方式，整合多元兴趣与视角。

This study project aims at clarifying the features and tasks of educational reform movement in the United States from the Progresive period to the present day.First, I focus on analyzing the nature and direction of the present school reform in America which started in the middle of the 1980s. In order to clarify the theoretical tasks in volved in the present reform, such educational theories proposed by John Dewey, Nel Noddings, and Henry Giroux are examined.Second, I elucidate the "postmodern" factors involved in the present educational reform. Especially, I focus on the analysis of postmodern theories on human becoming with specialreference to the formation of "hybrid identity" proposed by cultural studies and the function of "border crssing" asserted by Giroux.Third, by examining theoretical wisdom accumulated through various educational reforms from the Progressive period to the present day, I review the impact of this tradition uponthe construction of paralogical theory of human becoming and educational reform in our country. This study will be a matrix for constructing a theory of education through "public imagination, " which will integrates multiple interests and perspectives through the method of cooperative inquiry and communication.