John Dewey課件

1、John DeweyoObjectivesnTo study Deweys interpretation of pragmatism presented by his ontology, epistemology and ethicsnTo interpret Deweys ideas on human naturenTo relate Deweys idea on human nature to that of the aim of educationnTo identify how Deweys method of teaching that contributes to his aim

2、of educationnTo link Deweys curriculum to his aim of educationnTo interpret Deweys idea of the teachers role that harmonizes with the aim of education John DeweyoThe Goals to ApproachnTo be able to interpret Deweys philosophy of pragmatism in three aspects of ontology, epistemology and ethicsnTo und

3、erstand Deweys interpretation of the nature of human beingnTo be able to relate human nature to his idea of the aim of educationnTo be able to rationalize how Deweys method of teaching contributes to approaching his aim of education nTo able to argue how Deweys curriculum leads to the aim of educati

4、onnTo reflect on Deweys idea of the teachers role that harmonizes with the aim of educationJohn DeweyoInstructional ApproachnBy using Socratic method of question and answernBy using class discussions and lecturing with elaboration on certain pointsnBy developing discussions around the five focal que

5、stions in relation to his philosophy of pragmatism: the nature of human being; the aim of education; the method of teaching; the best curriculum; the role of the teachingJohn DeweyoSome questions related to the text for reflectionnRead the starting paragraph and work out the essence of Deweys idea o

6、n the aim of education.o “We must make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society, and throughout permeated p:mieit with the spirit of art, history, and science. When the school introduces and trains each child of

7、 society into membership within such a a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guarantor rnt: of a larger society which is worthy, lovely, and harmonious.” (text)John DeweyoS

8、ome questions related to the text for reflectionnRead the starting paragraph and work out the essence of Deweys idea on the aim of education.oSchool should be a community credited with a curriculum that integrates art, history and science into a kind of spirit that shapes citizens with a sense of me

9、mbership and responsibility to serve the country, to supply them with means that enables them to position themselves in the society. o“Dewey stressed the social and moral nature of the school and believed that it should serve as a miniature community, an embryonic society, especially one that active

10、ly fostered the growth of democracy which was being undermined by urban industrial society.” (text)John DeweyoA Brief Introduction about John Dewey 1859-1952nBorn in Burlington, Vermont of modest family origin nGraduated from University of Vermont in 1879, with Phi Beta KappanWorked for three years

11、as a high school teacher in Oil City, PennsylvanianReceived Ph.D. from School of Arts & Sciences at Johns Hopkins University in 1884 nTook a faculty position at the University of Michigan (1884-1888 and 1889-1894)nJoined the newly founded University of Chicago (1894-1904) where he shaped his belief

12、in an empirically based theory of knowledge with the newly emerging Pragmatic school of thought. nFounded the University of Chicago Laboratory Schools to actualize his pedagogical beliefs for his work on education, The School and Society (1899). nElected president of the American Psychological Assoc

13、iation In 1899nProfessor of philosophy at Columbia University from 1904 till his deathnPresident of the American Philosophical Association in 1905 nA philosopher, psychologist, and educational reformer highly influential in the United States and the worldnOne of the founders of the philosophical sch

14、ool of pragmatism; a leading representative of the progressive movement in U.S. schooling during the first half of the 20th century John DeweyoDeweys major worksn“The Reflex Arc Concept in Psychology” (1896), a critique of a standard psychological concept and the basis of all his worknDemocracy and

15、Education (1916), his celebrated work on progressive educationnHuman Nature and Conduct (1922), a study of the role of habit in human behaviornThe Public and its Problems (1927), a defense of democracy nExperience and Nature (1925), the most “metaphysical” statementnArt as Experience (1934), his maj

16、or work on aesthetics nA Common Faith (1934), a humanistic study of religion, delivered at YalenLogic: The Theory of Inquiry (1938), an examination of Deweys unusual conception of logicnFreedom and Culture (1939), a political work examining the roots of fascismnKnowing and the Known (1949), a book w

17、ritten in conjuction with Arthur F. Bentley that systematically outlines the concept of trans-action which is central to his other works nHis professional life was extremely productive and consisted of over 700 articles in 140 journals, and roughly 40 books. John DeweyoPragmatismnDewey did not ident

18、ify himself as a pragmatist per se, instead he referred to his philosophy as “instrumentalism”, who is considered one of the three central figures in American pragmatism, along with Charles Sanders Peirce, who coined the term, and William James, who popularized it. nHe held that value was a function

19、 not of wish nor purely of social construction, but a quality situated in events. Experimentation (social, cultural, technological, philosophical) could be used as a relatively hard-and-fast arbiter of truth. He rejected belief in any static ideal, such as a theisticistk God. Dewey felt that only sc

20、ientific method could be reliably further human good. nDeweys philosophy has gone by many names other than “pragmatism”. He has been called an instrumentalist, an experimentalist, an empiricist, a functionalist, and a naturalist. The term “transactional”(相互作用) may better describe his views, a term e

21、mphasized by Dewey to describe his theories of knowledge and experience.John DeweyoPragmatismnPragmatism claims that knowledge must relate to practical human purposes and to our adaptation to our environment. Intellectual beliefs should be justified in terms of their social, moral and biological uti

22、lities. nPragmatism rejects abstraction and absolute principles and turns towards concreteness, facts and action. Truth and theory are instruments not for solving abstract enigmas. Any idea which proves to have a value for concrete life is true. This theory also became an attitude toward life and a

23、movement emphasizing actions and practices.nThis philosophy tries to assimilate modern science, especially the theory of evolution and new statistical modes of reasoning, within philosophy and criticizes traditional metaphysical speculations. nPragmatism has been regarded as a typically American app

24、roach to philosophy and has exerted great influence upon contemporary American philosophers. John DeweyoOntology nBoth James and Dewey rejected the classical view that philosophy is a science of first causes, i.e., a discipline that attempts to provide us with an ultimate account of the natural worl

25、d. Instead, philosophys role is to enhance experience by locating the sources of intellectual conflicts in a given culture and offering some general solutions to these conflicts. nWith this rejection of the traditional approach to philosophy, they also rejected the traditional dualisms within ontolo

26、gy, e.g., the separation of mind and matter, humans and other animals, etc. And while James and Dewey disagreed with each other over the existence of God, the view of God that the pragmatist James offered is very different from traditional views. nDewey also explicitly rejected “essentialist” accoun

27、ts of nature and of humans (e.g., Platos and Aristotles) as a throwback to pre-Darwinian science. There is, Dewey thought, no human nature that is constant and fixed. Instead, human nature is plastic and evolving. John DeweyoEpistemology nJames and Dewey rejected the traditional philosophical quest

28、for certainty, a quest as old as Plato. Perhaps in part because of the scientific revolution in physics which occurred during their lifetimesthe replacement of Newtonian physics with Einsteinian relativity, James and Dewey avoided the quest for certainty. With this, they rejected the various dualism

29、s found in traditional approaches to epistemology, e.g., the separation of subject and object, reason and experience. Furthermore, James and Dewey not only rejected rationalist approaches to philosophy, but also the classical empiricist approaches which attempt to have our ideas mirror the real worl

30、d. nOur ideas are strategies for action and our focus should be on the consequences of our ideas. True ideas work; they solve the problems that they are meant to solve. Dewey described this approach to knowledge as instrumentalism. He defined instrumentalism as “an attempt to constitute a precise lo

31、gical theory of concepts, of judgments and inferences of various forms by considering primarily how thought functions in the experimental determinations of future consequences.” John DeweyoEthicsnDeweys ethical theory discredits the various dualisms found in classical ethics, e.g., the separation of

32、 individual and community, means and ends, intrinsic goods and instrumental goods, moral goods and non-moral goods, moral virtue and intellectual virtue, etc. He replaced this with a commitment to the power of practical intelligence via a systematic use of the scientific method, for finding solution

33、s to practical, moral problems. So while the subject matter of science and ethics differ, the methods and forms of solving their various problems do not. nAnother important feature of Deweys ethical theory is that there are no moral absolutes. There is no single good which must be pursued in every s

34、ituation, there is no single first principle of ethics. Instead, each moral situation is a unique one with an irreplaceable good (cf. Dewey, “Reconstruction in Moral Conceptions,” p. 627). In some situations, virtue is the highest good. But in other situations, it could be health, knowledge, or pres

35、umably even wealth or pleasure. John DeweyoDeweys ideas on human naturenDewey view s the student is an ever-changing, evolving organism. The child is an active, curious, exploring creature of limited experience who needs to grow from his or her present, limited experience to more mature kinds of qua

36、lity experiences. nHe would reject Rousseaus romantic picture of the child as someone naturally good who primarily needs to be protected from the negative influences of society. This is not to say that Dewey thinks the child is inherently bad. nDewey would also reject the traditional religious overt

37、ones in the idealists and the Christian realists accounts of the student because such aspects are unscientific. In their place, Dewey would stress scientific accounts of the human being, such as those found in evolutionary biology and behaviorist psychologyn“Dewey viewed change and growth as in fact

38、 the nature of things. Thus, social experimentation, rather than absolute principles, was needed to assess the worth of an idea or practice. This experimentation was to be guided not by random trial and error, but rather by scientific habits of mind.” (text）John DeweyoDeweys idea on human nature to

39、that of the aim of educationn“We must make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society, and throughout permeated p:mieit with the spirit of art, history, and science. When the school introduces and trains each chil

40、d of society into membership within such a a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guarantor rnt: of a larger society which is worthy, lovely, and harmonious.” (text)nDewey s

41、tressed the social and moral nature of the school and believed that it should serve as a miniature community, an embryonic society, especially one that a actively fostered the growth of democracy which was being undermined by urban industrial society. (text)nDewey advocated school taking on the role

42、 of helping in the transformation to a better social order. (text)John DeweyoDeweys idea on human nature to that of the aim of educationnEducation was the construction and reconstruction of experiences that add meaning and that increase ones ability to direct the course of subsequence experiences. (

43、text)nIn Deweys terminology, the aim of education is growth. Happiness is not a static state of attainment. Nor is it the pursuit of a single aim, such as moral virtue or wisdom. Rather, it involves successfully moving forward and evolving, just as everything else in is constantly changing and evolv

44、ing. Education should enable students to get “from the present the degree and kind of growth there is in it”(“Reconstruction in Moral Conceptions,”). It should enable students to find their own practical solution to the new problems they will face in our rapidly changing world.John DeweyoDeweys meth

45、od of instruction in relation to his aim of educationnDeweys method states in contrast to the factory system that emphasized students as relatively passive raw materials to be moulded buy teachers, repetitious methods of teaching, and subject matter divorced from social content. (text)nDewey severel

46、y criticized public school s for silencing or ignoring student interests and experiences, using artificial language that only served to alienate students, over-relying on testing to assess student learning, differentiating students according to their presumed ability to partake in mental or manual l

47、earning instead of offering both to all and isolating subjects from one another instead of uniting them around students lived experience with knowledge. Dewey focused attention directly on the pedagogy of school. (text)John DeweyoDeweys method of instruction in relation to his aim of educationnThrou

48、gh the study of and active engagement in basic social activities, such as growing food, coking , building a shelter, making clothing, creating stories and artwork, children could be best initiated into moral social membership. They would be provided with opportunities to learn the instruments of eff

49、ective self-direction, as well as a sensitivity toward social issues and the ability (including reading, writing and problem-solving skills) to act on them (遵循）. In effect, the classroom was to embrace the kind of democratic community life, concern for human dignity, and scientific intelligence. (te

50、xt)nAll pragmatists would agree that we learn by doing. For Dewey, the most important methods are the experimental methods of the sciences (cf. Experience and Education, pp.83-88). This method starts with experience and, within experience, the location and formulation of a problem. Next, one gathers

51、 data pertinent to the problem. After that, one formulates a hypothesis to solve the problem. The hypothesis is then tested by observation or experiment. Finally, the results are organized into a system as a basis for further discoveries John DeweyoDeweys curriculum to his aim of educationnThe most

52、effective curriculum for Deweys ideal school would attend seriously to the present interests of children, not as a motivational strategy but as a way to teach the essential relationship between human knowledge and social experience. (text)nThe most important excellence is not knowledge of ideas (ide

53、alism) or alleged truth about things as they really are (realism). Rather, the most important intellectual excellence is the ability to ask relevant and appropriate questions and to use ideas as tools or instruments for solving problems. Ideas are true in so far as they work, adequate for solving pr

54、oblems. Dewey thinks that the correct organization of the curriculum is very important. The subject matter should begin with materials that fall within the scope of everyday experience, and then developed in a progressive manner (Experience and Education, pp.73-74). According to his theory of experience, the curriculum must in