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20世纪初杜威从实用主义的哲学立场建构了完整的教育哲学。他从有机体适应社会出发，强调经验的连续性与情境的交互作用，结合民主的理念，提出教育生长说。德国则有独特的Bildung教育理念，20世纪初施普朗格等开创精神科学教育学，重视文化传承与更新。精神科学教育学曾批评杜威的教育思想过于庸俗。笔者在21世纪重温美、德两国代表性的教育观，发现两者之间的差异远不如字面上的分歧大。杜威的教育生长说能与Bildung的教育理想互通。比斯塔从存在的立场出发，也能提供Bildung、杜威教育生长说新的反思。
Abstract：In the early 20th century, John Dewey constructed a complete educational philosophy from pragmatism and he proposed the theory of educational growth from the perspective of organism adapting to society, the continuity of experience and the interaction of situation, combined with the idea of democracy. In Germany, there was a unique educational concept, Bildung, constructed in the early 20th century. E. Spranger and others also pioneered Geisteswissenschaftliche P?dagogik, emphasizing cultural inheritance and renewal. Geisteswissenschaftliche P?dagogik had criticized Dewey and the progressive view of education as being vulgar. Many scholars in the 21st century have reviewed the above representative views of education in the United States and Germany, and have concluded that the differences between them are far less than the literal differences. Dewey's theory of “education as growth” can be interlinked with the educational ideal of Bildung's. From the standpoint of existence, Biesta can also provide a new reflection on Bildung and Dewey's “education as growth”.
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(1)Erziehung是如今德国较Bildung更通用的词,一般译为“教育”,在此据历史文意译作“牵引”。
(2)这里德语的科学(Wissenschaft)用词,不一定指英语science,以人文学(humanities)称之更为恰当,但仍从一般“精神科学”的译法。
(3)该书中译本首见1960年:[美]杜威.经验与自然[M].傅统先,译.北京:商务印书馆,1960.
(4)若同意比斯塔对杜威的批评,可将“cultivation”译成“培养”,笔者暂用“化成”,一方面较能与本文Bildung联系,另一方面也暂时保留比斯塔对杜威的批评。关于比斯塔对杜威的批评,读者也可参考丁道勇的论述,详见:丁道勇.杜威是培养范式的典型案例吗?——对比斯塔的一个回应[J].全球教育展望,2024(4):64—73.或详见:丁道勇.杜威错了吗?——对比斯塔的一个回应(代译者序)[A].[荷]比斯塔.世界中心教育[C].丁道勇,译.北京:教育科学出版社,2024:1—27.
基本信息:
中图分类号:G40-09
引用信息:
[1]简成熙.Bildung与杜威“教育即生长”理念的会通[J].全球教育展望,2025,54(08):72-91.