邁向《民主與教育》：J. Dewey於1890年代的思想變化對其教育哲學的影響

Toward Democracy and Education: The Transition of J. Dewey's Thought in the 1890s and Their Implications in His Philosophy of Education

葉彥宏(Yan-Hong YE)

《哲學與文化》 45卷6期 (2018/06) Pp. 19-39

摘要

Dewey思想最明顯的一次變化出現於1890年代，尤其是在1896年以後，Dewey的作品逐漸褪去觀念論的色彩，朝向具有科學精神和實徵取向的經驗理論發展。本研究旨在探討上述變化，對Dewey思想和教育哲學的影響。研究者歸納和分析Dewey於1880-1890年代的作品，試圖闡述該變化如何影響至Dewey日後的《民主與教育》（Democracy and Education, 1916）。主要結論如下：第一，黑格爾主義觀念論對Dewey早期思想仍有相當的影響力，這種影響要到1896年以後才逐漸淡化。值得一提的是，Dewey思想依舊從G. W. F. Hegel（1970-1831）那裡得到許多啟示，諸如：科學精神、有機體的概念、經驗之衝突和統整、思想與歷史脈絡的聯結，以及知行一致。第二，從Dewey於1880年代的心理學可以發現，他在「自我」議題上，仍停留於將內在心靈與外在經驗二分，儘管他從Hegel那裡得到一些啟示，做了很多科學方面的努力，但是依舊難以使各種抽象自我的概念變得更具體，連帶也影響到自我與經驗和社會脈絡趨向協調的整體關係。第三，Dewey於1890年代思想的變化與他日益涉入的教育工作有關，尤其是1896年的實驗學校和1897年以後的教育著作，都可以看出Dewey疏遠自身觀念論的堅定立場，同時亦可觀察到一條延伸至《民主與教育》的整體教育哲學思路。

關鍵字

杜威 ； 教育哲學 ； 《民主與教育》

並列摘要

The most obvious ＂transition＂ of Dewey's thought appears in the 1890s. Especially after 1896, Dewey's works moved away from idealism toward experience theory with a scientific spirit and empirical orientation. This study aims to investigate how this ＂transition＂ influenced Dewey's thoughts and his philosophy of education. The researcher summarizes and analyzes Dewey's works in the 1880-1890 years, attempting to elaborate on how the transition affected Dewey's ＂Democracy and Education＂. The main conclusions are as follows: First, the Hegelian idealism of Dewey's early thought still had the greatest influence; this influence gradually emerged until after 1896. It is worth mentioning that Dewey's thought still drew a lot of inspiration from Hegel, such as the scientific spirit, the concept of organism, the conflict and integration of experience, the connections of thoughts and historical context, and the union of knowledge and action. Second, from Dewey's psychology in the 1880s, his ＂self＂ issue still featured the dichotomy between inner mind and outer experience. Even though he obtained some inspiration from Hegel, and made considerable scientific efforts, he still had difficulty making a variety of abstract self concepts more concrete. Meanwhile, this also affected the relationships of self, experience and social context toward union and coordination. Third, the transition of Dewey's thought in the 1890s was closely related to his work on education, especially his experimental school in 1896 and his education works after 1897. In these works, we can see how Dewey alienated himself from idealistic firmness. At the same time, this change can be seen as extension of Dewey's ＂Democracy and Education＂ to his overall philosophy of education.

並列關鍵字

J. Dewey ； Philosophy of Education ； Democracy and Education

參考文獻

葉彥宏(2014)。J. Dewey 的理智觀在其教育哲學中的作用(博士論文)。國立臺灣師範大學。

Bernstein, Richard J.(2010).The Pragmatic Turn.Malden, MA:Polity Press.

Dewey, Jane M. “Biography of John Dewey,” in The Philosophy of John Dewey. Ed. by P. A. Schilpp. New York: Tudor Publishing Co, 1939, pp.3-45

Dewey, John. “Contributions to A Cyclopedia of Education, Volumes 3, 4, and 5,” in John Dewey: The Middle Works, Vol.7. Ed. by J. A. Boydston. Carbondale, IL: SIU Press, 1913, pp.207-365.

Dewey, John. “Democracy and Education,” in John Dewey: The Middle Works, Vol.9. Ed. by J. A. Boydston. Carbondale, IL: SIU Press, 1916, pp.1-402