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題名:杜威心智運作觀與教育課程的關聯
作者:張綉玲
作者(外文):Chang, Hsiu-Ling
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:楊龍立
學位類別:博士
出版日期:2015
主題關鍵詞:杜威心智運作教育課程經驗DeweyMental Operationeducationcurriculumexperience
原始連結:連回原系統網址new window
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杜威原先投身於哲學,隨後選定心理學路線,日後到芝加哥大學創辦實驗學
校,以驗證他的哲學理論。在哲學、心理學與教育學這三個不同領域中,杜威出
入自由, 且能引領風騷,顯見必有一中心思想才能將之貫串起來。本論文主張,
此中心思想即其心身論,杜威在1886 年所寫的〈心靈與身體〉一文中,提出心靈
與身體具有關聯性、目的性、適應性與協調性等四種關係,此心身論不僅作為其
心理學、經驗理論與教育課程思想的哲學基礎,並於其中都呈現出心身論的四種
關係。
本研究首先從杜威的心理學入手,介紹心智運作的生理與心理歷程呈現出身
與心的連續歷程。由心智運作發動身體去經驗,藉由操作與感受,成為心智運作
的原料,使心靈得以演化,使個體表達與實現自身的目的;心智運作與經驗不僅
含攝心身論的四種關係,且統合在杜威的教育與課程思想。從心智運作與經驗出
發,我們發現杜威的教育與課程主張包含心身論的四種關係,其中教育與課程的
關聯性和目的性屬於教育課程的本質問題-即方法與目的,適應性與協調性則是
教育課程實際發生的實務問題-即形式與內容,二者皆是一體兩面的;教育課程
的四種關係,不僅符應了杜威在《教育與民主》前四章所提出四種教育主張-教
育即一種生活需要、教育即一種社會功能、教育即引導、教育即成長。由此架構
出杜威所主張教育必須提供教育經驗、其要符合繼續性原則與交互作用原則;這
樣的教育經驗課程必須同時合乎邏輯與心理的課程組織原則。
In his intellectual development, J. Dewey first studied Philosophy and subsequently chose Psychology as his academic concentration. Later he founded the Laboratory School at the University of Chicago in order to pursue his research. In his career, he freely roamed among the three disciplines of Philosophy, Psychology and Education and established his preeminence in them. Obviously he must have had a central idea or intellectual core that connected these three disciplines. This paper proposes that this was his theory of mind-body. In his 1886 essay “Soul and Body”,
Dewey proposed that mind and body have four relationships: relative, objective, adaptive and coordinative. The Mind-Body theory is proposed as a philosophical basis of his Psychology, Empirical Theory and education-curriculum and also presents these four relationships of the mind-body theory within his three major fields.
This paper first considers Dewey’s psychological thought. It introduces the physiological and psychological process of the mental operations between mind and body. Mental operations arouse the body to an encounter, and through its operations and feelings, the physical experience becomes the raw material of the mind. This enables the mind to elaborate itself and allows an individual to express and to realize his goal. Mental operation and experience not only subsumes the four relationships in the mind-body theory , it also integrates with Dewey’s thought on education and curriculum. Bearing the mental operation and physical experience in mind, we have discovered that
Dewey’s ideas on education and curriculum subsume the four relationships of mind-body theory . The relative and objective relationship between the education and
curriculum reveals the intrinsic issue of educational – that is, method and goal. The adaptive and coordinative are related to the practical issue that occur in teaching the
curriculum – that is, form and content. The four relationships in educational curriculum correspond to the four education propositions of the first four chapters of
Dewey’s Democracy and Education, to wit: Education as a Necessity of Life; Education as a Social Function; Education as Direction; Education as Growth. Coming from this framework, Dewey’s proposition that education must provide educational experience corresponds with the principles of continuity and reciprocal action. This kind of
curriculum should be organized according to logical and psychological principles.
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