摘要
20世纪初兴起的总体性工业体制对教育变革构成了根本挑战,现代分工及其对职业人的需要刺激各国开展了以职业教育为关切的工业教育实验,也促成了一场有关工业教育目的和使命的论辩。实用主义思想家杜威与米德从社会理论的视野出发,对教育走向社会化的多种可能性进行了深入探讨。为了进一步拓展对于工业与职业教育的认识,本文集中考察实用主义者在批评教育职业化趋势的基础上提出的基础教育变革方案。他们认为,社会越是走向细密的分工,就越需要个体意识到自己活动的社会意义,并以此指导自己的活动。这是一种新的智识要求,只能形成于人与人之间的互动与合作经验中,并在这种经验中获得发展,因而必须把这种经验带回教育中。
The rise of the holistic industrial system in the early 20th century posed fundamental challenges to educational transformation.Modern division of labor and its demand for professional workers spurred nations to conduct industrial education experiments focused on vocational training,while also triggering debates about the purpose and mission of industrial education.From the perspective of social theory,Pragmatist thinkers such as John Dewey and G.H.Mead conducted in-depth explorations of the diverse possibilities of socializing education.To expand our understanding of industrial and vocational education,this paper focuses on the Pragmatists reform proposals for basic education which are grounded in their critique of the vocationalization of education.They argue that as societies evolve toward increasingly specialized divisions of labor,individuals must develop an awareness of the social significance of their activities and direct their actions in social consciousness.This constitutes a new intellectual demand-one that can only emerge and develop through collaborative experiences among individuals.Consequently,such experiential learning must be reintegrated into educational practices.
出处
《北京大学教育评论》
北大核心
2025年第2期49-66,188,189,共20页
Peking University Education Review
