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杜威与孔子的对话:1919—2019

[美]伦纳德·瓦克斯(Leonard Waks)

[美]伦纳德·瓦克斯(Leonard Waks). 杜威与孔子的对话:1919—2019[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 45-52. doi: 10.16382/j.cnki.1000-5560.2019.02.005
引用本文: [美]伦纳德·瓦克斯(Leonard Waks). 杜威与孔子的对话:1919—2019[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 45-52. doi: 10.16382/j.cnki.1000-5560.2019.02.005
Leonard Waks. John Dewey and Confucius in Dialogue: 1919-2019[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(2): 45-52. doi: 10.16382/j.cnki.1000-5560.2019.02.005
Citation: Leonard Waks. John Dewey and Confucius in Dialogue: 1919-2019[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(2): 45-52. doi: 10.16382/j.cnki.1000-5560.2019.02.005

杜威与孔子的对话:1919—2019

doi: 10.16382/j.cnki.1000-5560.2019.02.005
  • *本文作者系美国杜威协会前主席,现为杭州师范大学教育学院特聘教授。在我刊发表后,本文的英文版将在美国杜威协会会刊《学校与社会》(The Journal of School & Society)上发表

John Dewey and Confucius in Dialogue: 1919-2019

  • 摘要: 当杜威于1919年抵达中国的时候,在他的哲学立场和儒家传统之间进行公正平等对话的时机尚未成熟。彼时,杜威声名鹊起,而儒家传统却急剧衰落。杜威受到了当时领军学者的热烈欢迎,而同时"打倒孔家店"的口号也正流行。与过去不同,今天的中国已经是世界大国,儒家传统也再次复兴。杜威和孔子对话的时代已经到来。儒家的道德自我修养理论可以补充杜威的教育方案,而杜威的积极学习策略则可以填充儒家与科学和技术教育之间的鸿沟。杜威在中国的系列演讲中就曾经涉及中国的科学和技术教育问题。
    1)  *本文作者系美国杜威协会前主席,现为杭州师范大学教育学院特聘教授。在我刊发表后,本文的英文版将在美国杜威协会会刊《学校与社会》(The Journal of School & Society)上发表
  • [1] Allen, B. (2017). "Pragmatism and Confucian Empiricism", proceedings of the Conference, Fudan University.
    [2] Bary, W. T. D. (2007). "Confucian Education and the Point of Democracy", In W. T. De Bary. (Eds.). Confucian Tradition and Global Education, New York: Columbia University Press.
    [3] Boydston, J. A. (Eds.). (1967-1991). The Collected Works of John Dewey, 1882-1953. Carbondale and Edwardsville: Southern Illinois University Press.
    [4] Bresciani, U. (2001). Reinventing Confucianism: The New Confucian Movement. Taipei: Taipei Ricci Institute.
    [5] Clopton, R. W. & Ou, T. C. (1975). John Dewey, Lectures in China, 1919-1920. Honolulu: University Press of Hawaii.
    [6] Elliott, J. & Tsai, C. T. (2008). What Might Confucius Have to Say about Action Research? Educational Action Research, 16, 569–578. doi:  10.1080/09650790802445759
    [7] Hall, D. L. & Ames, R. T. (1987). Thinking through Confucius. Albany: State University of New York Press.
    [8] Ho, H. C. & Schneider, A. (2009). Confucianism and Modern Society. Conference Paper. Leiden, The Netherlands, 28-29 May.
    [9] Sigurdsson, G. (2015). Confucian Propriety and Ritual Learning. Albany: SUNY Press.
    [10] Tan, S. H. (2004). Confucian Democracy: A Deweyan Reconstruction. Albany: State University of New York Press.
    [11] Tan, S. H. (2012). The Pragmatic Confucian Approach to Tradition in Modernizing China, History and Theory, Theme Issue 51, 23-44. doi:  10.1111/j.1468-2303.2012.00645.x/full
    [12] Van Norden, B. (2014). Wang Yangming. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/wang-yangming/.
    [13] Waks, L. (2018). Thinking in Dewey's Experimentalist Education: The Contribution of the Internet and Digital Tools. ECNU Review of Education, 1 (2), 1–2.
    [14] Wang, J. C. S. (2007). John Dewey in China: To Teach and to Learn. Albany: State University of New York Press.
    [15] Yang, J. (2016). When Confucius "Encounters" John Dewey: A Historical and Philosophical Analysis of Dewey's Visit to China. Unpublished doctoral dissertation, University of Oklahoma.
    [16] Zou, Z.H. (2010). The "Dewey Fever" in Jiangsu and Zhejiang during the May Fourth Movement and Its Relation to the Cultural Tradition in Jiangnan. Chinese Studies in History, vol. 43, 43–62.
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  • 刊出日期:  2019-03-20

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