孔子和杜威教育思想对比.docx

孔子和杜威教育思想对比.docx

《孔子和杜威教育思想对比.docx》由会员分享，可在线阅读，更多相关《孔子和杜威教育思想对比.docx（20页珍藏版）》请在冰点文库上搜索。

孔子和杜威教育思想对比

本科毕业论文

题目：

孔子与杜威教育思想的对比

学院:

外国语学院

专业:

英语

学号:

200714118079

学生姓名:

邹顺莉

指导教师:

周红霞

日期:

2011年5月15日

摘要

教育是一种培养人的活动，是历史文明传承的纽带。

在人类社会的发展历程中教育一直起着不可忽视的作用。

从古至今，有无数国内外的思想家致力于教育思想的研究，是他们的不懈努力推动着教育思想的不断向前发展。

孔子是中国古代的伟大教育家，他首创私学，提出“有教无类”的教育思想为统治阶级培养了大批具有仁义礼智信的人才。

他因材施教，循循善诱提出了无数先进的教育理论。

他的教育思想和内容一直是封建社会延续不断的教学内容，并在当时推动者我国社会的发展。

杜威是美国资本主义社会初期的教育思想家。

他为了改变当时社会流行的传统教育的弊端，提出了实用主义教育思想。

杜威对教育的本质提出了“教育即生活”、“教育即生长”、“学校即社会”和“教育即经验的继续不断的改造。

”杜威的教育目的为“教育无目的”，他还提出了“从做中学”的教学理论和基本原则。

在美国历史上杜威的教育思想对美国教育的影响是空前绝后的。

不仅如此杜威对中国的教育也产生过巨大影响这主要体现在杜威的中国之行上。

本文通过对孔子和杜威教育思想的研究和对比，试图挖掘出不同国家与社会体制下教育理论的异同，最终旨在汲取其教育思想之精华为社会主义教育事业服务。

关键词：

孔子；杜威；教育理论；比较

Abstract

Educationisusedforthecultivationofmananditisthelinkfortheinheritingofhumanculture.Educationhasplayedavitalpartduringthedevelopmentofsociety.Sinceancienttimes,innumerablethinkershavemadetheircontributionstotheprogressofeducationaltheory.Itistheirconstanteffortsthatpromotethecontinuousdevelopmentofeducationaltheory.

ConfuciusisthegreatesteducatorinChinaintheSpringandAutumnPeriod.Hewasthefirstoneintheworldtoestablishtheold-styleprivateschoolstoteachallthepeopleatthattime.Confuciusfirstlyputforwardtheideathatwherethereiseducation,thereisnocategorizationandfosteredmanypersonswithgreatvirtuessuchas“Ren（Kindness）”,“Yi（Loyalty）”,“Li（Courtesy）”,“Zhi（Wisdom）”,“Xin（Turst）”forGerentocraticClass.Healsoproposedmanyfamouseducationalprinciplessuchas“Teachinginaccordancewithstudents’aptitudes”.Confucius’teachingmethodsandcontentshadalwaysbeentheteachingguidanceinancientChinaandthosethoughtshadmotivatedthedevelopmentofoursocietyatthattime.JohnDeweywasthefamousAmericaneducatorin20thcentury.HechangedthetraditionaleducationsysteminAmericanbycreatinganeweducationtheory:

pragmaticeducationaltheory.Oneducationessenceheproposedthat“Educationislife”,“Educationisgrowth”,“Schoolissociety”and“Educationistheconstantremoldingofexperience”.OneducationalpurposeDeweyheldtheideathatthereisnooutsetpurposeforeducation.Heproposedthemainteachingprinciple:

Learningbydoing.Inaword,DeweywasthemostimportanteducatorwhohadmadetheAmerica’seducationbecomestrong.What’smore,Dewey’seducationtheoryalsohadgreatinfluenceonChina’seducationinthe20thcenturyafterhisvisittoChina.

ThepaperfocusesonbothConfucius’andDewey’seducationaltheoriesandattemptstofindoutthesimilaritiesanddifferencesbetweenthemthroughthecomparisonandanalysis,inordertoassimilatethemostessentialpartandserveforthereformationofeducationinthesocialistsociety.

Keywords:

Confucius;JohnDewey;educationaltheory;comparison

Contents

6Conclusion15

AComparisonofEducationalTheoriesBetweenConfuciusandJohnDewey

1Introduction

Educationhasbeenavitalcomponentinourdailylifeeversincetheappearanceofhumanbeings.FromPrimitiveSocietytotoday,educationdevelopstogetherwiththedevelopmentofhumansociety.Inancienttimesasprimarysocietyandslaverysociety,educationwassimpleandprimitive,theteachingcontentsandmethodswerethepracticalthingspeopleusedintheirdailylife.Atthattimethepurposeofeducationwastotrainthesonsoftherulingclasssoastocontinuetheirdominatingposition.Withthedevelopmentofsociety,educationbecamecomplicatedinFeudalSociety.Theteachingcontentsandmethodswereenrichedwiththehelpofmanyeducators.Duringthisperiodcommonpeoplehadaccesstotheprivateschools,theycouldstudyandlatertakepartinsomeexaminationssetbytheimperialcourt.Iftheygotthefirstthreeintheexaminationtheycouldobtainmuchhigherofficialtitlesawardedbytherulingclassandhelptheadministrationoftherulingclass.DuringthattimethecontentsofeducationweretheFourBooks:

TheGreatLearning,TheDoctrineoftheMean,TheAnalectsandMencius.ThefiveclassicswerealsotheteachingcontentsinFeudalSocietyinChina.Inmoderntimestheeducationdevelopedsofastthatmanyeducationaltheoriescameintobeing.ManypeoplecontributedtothedevelopmentofeducationtheorysuchasConfucius,Mencius,ChuHsi,YanYuan,TaoXingzhi,YangXianjianginChinaandinwesterncountriestherewereSocrates,Aristotle,JohnLocke,HerbertSpencer,JohnDeweyandsoon.

Althoughsomanypeoplehavedonetheirgoodtothedevelopmentofeducation,thewriterpersonallyfavorsConfuciusinChinaandJohnDeweyinAmericafortheirnewandpracticaleducationaltheorieswhichhavehadlonglastinginfluenceonourpresenteducationpractice.ConfuciusisthefirstgreateducationistinChina.Tosomeextentheisthefirstgreateducationistinthehistoryofthewholeworld.（匡亚明,1990）ThereisnodoubtthatConfuciushadmadegreatcontributiontothedevelopmentofeducationaltheory.Itwashewhofirstlyputforwardtheconceptof“PingMinJiaoYu”whichmeantthatallthepeopleshouldhavetheopportunityforeducation.Hehadcreatedtheold-styleprivateschoolandtaughtasmanyasthreethousanddisciplesinhisthirtyyearsofteachingcareer.Amongthosedisciples72werefamous.Confuciushadalotofpreciousteachingthoughts,someofwhicharestillofgreatsignificanceinmoderneducation.

JohnDewey,therepresentativeofAmericapragmaticphilosophyandalsothefounderofpragmaticeducation,wasthemostimportanteducationreformerandeducationphilosopherinthiscentury.（宋生涛,2010:

24）JohnDewey’seducationalthoughtsaimedatthegrowthofchildrenandhepaidspecialattentiontotheexperienceofchildrenandthedemocracyofeducation.

ThisthesiswillfocusontheeducationalthoughtsofbothConfuciusandJohnDewey.Andinthefollowingsections,thewriterattemptstocompareandanalyzetheirlifecareers,educationaltheories,andinfluencesindetails.

2EducationalTheoryofConfucius

2.1LifeCareerofConfucius

Confucius（551B.C.-479B.C.）wasthethinkerandeducatorlivedattheendofSpringandAutumnperiod,hewasalsothefounderofConfucianism.Confucius（Kongzi）wasborninLustate（southeastofQufuinShanDong）inadecliningaristocraticfamilyduringaperiodofsocialrevolutionandupheaval.TherulingZhouDynastyhaddeclinedtonomorethanafigurehead.Itscentralpowerwasoverriddenbyvariousvassalstatesthatwagedconstantwarsinordertoexpandandconsolidatetheirownkingdoms.Theresultwasdisorderandabysmalhumanmisery.（霍建英,2006:

65）

Confucius’schildhoodwasspentinpoorandlowsocialpositionbecausehisfatherdiedwhenhewasonlythreeyearsold.SohismotherYanWeizaitookhimtoherparents’familytobringhimup.AccordingtotherecordsofConfuciusAnalects,ConfuciusandhismotherhadtoworkhardtosupportthemselvesforConfuciussaidthat“whenIwasyoungIwasinhumblecircumstances;thatiswhyIhavemanypracticalaccomplishmentswithregardtosimpleandeverydaymatters.”（ArthurWaley,1998:

107）Hismotherdiedwhenhewasabout20yearsold.Afterthathehadtoliveallhimselfalone.Thenhemarriedattheageof19.Afterhismarriagehehadtoworkevenhardertosupporthisfamilyandhedidmanytriflessuchas“shengtian”（persontotakecareofthecowsandsheep）and“weili”（persontoadministratethebarn）.Confuciusdescribedhisownlifetimeinthisway“Atfifteen,Isetmyheartonlearning.Atthirty,Iwasfirmlyestablished.Atforty,Ihadnomoredoubts.AtfiftyIknewthewillofheaven.Atsixty,Iwasreadytolistentoit.Atseventy,Icouldfollowmyheart’sdesirewithouttransgressingwhatwasright.”（ArthurWaley,1998:

13）Ataboutthirtyhestartedhisteachingcareerforhehadalreadylearnedthesixskills.

Fromhisthirtiestohisfifties,ConfuciusworkedfortheimperialofLustate,buthisadvisesonadministratingwerenotputintouse.Whatwasworse,heoffendedtheauthoritiesforsomereasons.Soattheageof55,Confuciushadtoresignandleavehiscountry.Theninthefollowing13years,Confuciuswasexiledandhadtowanderaround.Althoughheledawanderinglife,heneverceasedhisteachingactivities.Andmanyofhisstudentskeptwanderingwithhim.Attheageof68,hereturnedtohiscountrywiththehelpofhisdiscipleRanYou.Helivedhislastfivesyearsinhisowncountryanddiedatageof73in479B.C.

LookingintothewholelifeofConfucius,wecanfindthatConfuciuskeptonlearningandteachingallthetime.ThereforeheformedacompleteeducationalsystemwhichlaidasolidfoundationfortheeducationinChina.

2.2EducationalTheoryofConfucius

2.2.1Confucius’TeachingPurpose

PoliticalPurpose:

ThepurposeofConfucius’foundingprivateschoolwastocultivategentlementorealizehispoliticaldream.（匡亚明,1990:

296）Confuciuswasfamousforhispoliticaldreamforhetriedhisbesttopropagandizehispoliticalopinions.Hetriedhisbesttoenterthepoliticgrouptofulfillhisdream.Butformanyreasonshiseffortwasinvain.Sohewantedtocultivate“shi”orwecancallthemgentlementocarryouthispoliticgoal.InConfuciusopinion,learningknowledgewastoprepareoneselfforbeinganofficialinthefuture.（康有金、李晓红,2005:

25）AcaseinthispointisthathisstudentTzu-hsiasaid:

“Theenergythatamanhasleftoverafterdoinghisdutytothestate,heshoulddevotetostudy;theenergythathehasleftafterstudying,heshoulddevotetoserviceofthestate.”（ArthurWaley,1998:

257）

SocialPurpose:

Inaddition,anothervaluableaiminConfucius’teachingwasthathewantedtobuildaharmonioussociety.Confuciusspokeofhisdesireforaworldinwhicheldersco