杜威 我的教育信条

谢谢欣赏！
Subjects
• Science: it gives the ability to interpret(解释)
and control the experience already had. • It’s not just a peculiar kind of experience or purely objective form. Only practice can make it work. • It should be introduced, not as so much new subject- matter, but as showing the factors already involved in previous experience and as furnishing tools by which that experience can be more easily and effectively regulated.
Learning Sequence
• There is no succession of studies in the ideal school curriculum. The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience.
• Practice subjects: the so-called expBiblioteka Baiduessive
or constructive activities are the only way to know the social life. It is possible and desirable that the child‘s introduction into the more formal subjects of the curriculum be through the medium of these activities.(过渡)
Subjects
• literature and language: not as a way of
getting individual information, or as a means of showing off what one has learned, it loses its social motive and end. • Language is the device(工具) for communication; it is the tool through which one individual comes to share the ideas and feelings of others, but not simply the expression of thought.
Subjects
• The true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child's own social
My opinions
• John Dewey : education must be conceived as a
continuing reconstruction of experience. • On the basis of social experience, education should be conceived as acquisition of personal experience and continuing reconstruction of experience. Everyone will construct different personal experience. Only obtaining personal experience can reflect the child has learned something. • And different personal experience is a kind of the reconstruction of experience.
Subjects
• History : conduct the children to look
throughout history from the perspective of taking it as the record of man's social life and progress. The children are also introduced directly into social life.
activities. • literature is the reflex expression and
interpretation of social experience; that hence it must follow upon and not precede such experience.
the sequence/progress we learn these subjects.
• My opinions
Major premise
• Major premise(大前提)
Education is a social process . Education is life.
• So, the subject-matter of the school curriculum mark a gradual differentiation out of the primitive unconscious unity of social life. (sm. being parts of social life)
• Education must be conceived as a continuing reconstruction of experience.
My opinions
• The education that John Dewey believed may be the most significant and effective way or modality. But most of it is just a kind of ideal. • He believes all subject-matters should base on the social life and experience. The social life and experience is boundless, but education in school is a limited thing. You cannot put all the education into practice. • And practice may be the best way of learning but not the only way.
ARTICLE THREE.
THE SUBJECT-MATTER OF EDUCATION
John Dewey
Outline
• Major premise: the relation between
education and social life.
• Subjects : the school subjects should teach what and the relation with social life. • Learning Sequence: