Volume 65 No.1 - 2019-03-31

Theory and Practice of Curriculum in John Dewey’s Laboratory School

杜威實驗學校的課程理念與實踐

Author：
Min-Chuan Sung / 宋明娟
Keyword：
Dewey School, curriculum history, curriculum theory, curriculum experiment / 杜威實驗學校、課程史、課程理念、課程實驗
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
This study aims at analyzing the theory and practice of curriculum in Dewey School (1896-1904) using the historical and philosophical research method in the field of curriculum. Firstly, John Dewey’s theory of experience is discussed, and his theory of curriculum orientation, with emphasis not only on society, but also on learner and knowledge is explained. Then the theory and practice of curriculum in Dewey School is elaborated. Finally the perspective of curriculum in Dewey School is analyzed in the context of curriculum history. It is discovered that the main problem which Dewey faced in the curriculum experiment was to find subject-matter that reflected the aforesaid three dimensions of curriculum orientation. He solved the problem by applying the sources of curriculum in the typical social activities especially called social occupations. Besides, the coherence of his curriculum theory from the beginning of his school practice till long time after indicates that his curriculum theory enriched practice and vice versa. No matter whether Dewey’s curriculum theory was fully understood or accepted by others, the spirit in the curriculum experiment which he set before is valuable, classic and immortal.
本文以課程的歷史與哲學研究方法，探討杜威於芝加哥大學辦理實驗學校 (1896至1904年)的課程理念與實踐。首先分析杜威哲學的經驗論，再論其課程 理論並重社會、學生與知識的取向，其次梳理杜威學校的課程理念以及相應的實 務梗概，復次探討杜威實驗學校課程觀的歷史意義。研究發現，杜威的課程實驗 所欲解決之問題，是在同時兼重上述三種課程取向的前提下，發展合適的教材， 為此採行的主要途徑是以古往今來典型的社會活動作為取材來源。此外，杜威辦 學當時與其後之課程理念一脈相連，其課程學理與實務相得益彰;雖然杜威獨到 的課程理念未必受到完全的理解與認同，然其樹立課程實驗的精神典範，則為該 校課程實驗之重要價值。

 

Mayhew, K. C., & Edwards, A. C. (1991). 杜威學校(王承緒、趙祥麟、顧岳中、趙瑞英， 譯)。上海市:華東師範大學出版社。 

[Mayhew, K. C., & Edwards, A. C. (1991). The Dewey School: The laboratory school of the University of Chicago, 1896-1903 (C. Wang, X. Zhao, Y. Gu, & R. Shao, Trans.). Shanghai, China: East China Normal University Press.] 

李晶(2015)。芝加哥大學實驗學校的辦學實踐(1896-1904)及其對杜威教育思想的影 響(未出版之碩士論文)。河北大學，河北省。 

[Li, J. (2015). The practice of running University of Chicago Laboratory School (1896-1904) and its impact on John Dewey’s educational thoughts (Unpublished master’s thesis). Hebei University, Hebei, China.] 

李玉馨(2010)。「進步」的揭示與開創:論杜威學說與美國進步主義教育各派別之差 異。教育科學期刊，9(2)，53-76。 

[Li, Y.-S. (2010). Revealing and creating “Progress”: Philosophical differences between John Dewey and various factions with American progressive education. The Journal of Educational Science, 9(2), 53-76.] 

林秀珍(2007)。經驗與教育探微:杜威(John Dewey)教育哲學之詮釋。臺北市:師 大書苑。 

[Lin, H.-J. (2007). Exploring deeply the experience and education: The interpretation of John Dewey’s philosophy of education. Taipei, Taiwan: Lucky Bookstore.]

姜文閔(1992)。杜威和實用主義教育學說評介。載於姜文閔(譯)，經驗與教育(頁 1-24)。臺北市:五南。 

[Jiang, W.-M. (1992). Critique and introduction to Dewey and educational theory of Pragmatism. In W. M. Jiang (Trans.), Experience and education (pp. 1-24). Taipei, Taiwan: Wu-Nan Book.] 

張華(2001)。經驗課程論。上海市:上海教育。
[Zhang, H. (2001). On the theory of experienced curriculum. Shanghai, China: Shanghai Education Press.] 

單文經(2017)。解析杜威有關工作活動(Occupations)的主張。課 程與教學季刊，20 (2)，139-164。

[Shan, W.-J. (2017). An analysis of John Dewey’s theory of occupations. Curriculum & Instruction Quarterly, 20(2), 139-164.]

黃光雄(2005)。課程研究— 回顧到展望。載於財團法人台北市賈馥茗教授教育基金會(主編)，教育名家論教育(頁163-206)。臺北市:心理。

[Huang, K.-H. (2005). Research on curriculum: Retrospection and prospection. In the Foundation of Juridical Person of Professor Chia Fu-Ming in Taipei (Ed.), Famous educators on education (pp. 163-206). Taipei, Taiwan: Psychological.] 

黃政傑(1991)。課程設計。臺北市:東華。

[Hwang, J.-J. (1991). Curriculum design. Taipei, Taiwan: Tung Hua Book.] 

賈馥茗(1990)。人人可讀的教育經典譯叢。載於林寶山、康春枝(譯)，學校與社會‧兒童與課程(頁1-24)。臺北市:五南。

[Chia, F.-M. (1999). Translation of educational classics for everyone. In P.-S. Lin & C. C. Kang (Trans.), The school and society and the children and the curriculum (pp. 1-24). Taipei,Taiwan: Wu-Nan Book.] 

甄曉蘭(2004)。課程理論與實務:解構與重建。臺北市:高等教育。
[Chen, H.-L. (2004). Theory and practice of curriculum: Destruction and construction. Taipei,Taiwan: Higher Education.] 

鄭玉卿(2012)。杜威芝加哥實驗學校道德實踐課程之探析。教育實踐與研究，25 (1)，1-28。

[Cheng, Y.-C. (2012). A study on Dewey’s moral practice curriculum in the Laboratory School of the University of Chicago. Journal of Educational Practice and Research, 25(1), 1-28.] 

Archambault, R. D. (1965). Editor’s foreword. In K. C. Mayhew & A. C. Edwards, The Dewey School: The laboratory school of the University of Chicago, 1896-1903. New York, NY:Atherton. (Original work published in 1936)

Boydston, J. A. (Ed.). (1972). The early works of John Dewey, 1882-1898 (Vol.5). Carbondaleand Edwardsville, IL: South Illinois University Press.

Cremin, L. A. (1961). The transformation of the school: Progressivism in American education,1876-1957. New York, NY: Vintage.

Coombs, J. R., & Daniels, L. R. B. (1991). Philosophical inquiry: Conceptual analysis. In E. C. 

Short (Ed.), Forms of curriculum inquiry (pp. 27-41). New York, NY: State University of New York Press.

Davis, Jr. O. L. (1991). Historical inquiry: Telling real stories. In E. C. Short (Ed.), Forms of  curriculum inquiry (pp. 77-87). New York, NY: State University of New York Press.

DeFalco, A. (2010). An analysis of John Dewey’s notion of occupants: Still pedagogically valuable? Education & Culture, 26(1), 82-99.

DePencier, I. B. (1967). The history of the laboratory schools: The University of Chicago 1896-1965. Chicago, IL: Quadrangle Books.

Dewey, J. (1896). The reflex arc concept in psychology. Psychological Review, 3, 357-370. Dewey, J. (1910). How we think. Boston, MA: Heath.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Dewey, J. (1929). Experience and nature. New York, NY: W. W. Norton. (Original work published 1925)

Dewey, J. (1936). The theory of the Chicago experiment. In K. C. Mayhew & A. C. Edwards, The Dewey School: The laboratory school of the University of Chicago, 1896-1903 (pp.463-477). New York, NY: D. Appleton-Century.

Dewey, J. (1972a). A pedagogical experiment. In A. Boydston (Ed.), The early books of John Dewey. 1882-1898 (Vol. 5, pp. 244-246). Carbondale and Edwardsville, IL: Southern Illinois University Press. (Original work published 1896)

Dewey, J. (1972b). The university school. Repr. In A. Boydston (Ed.), The early books of John Dewey. 1882-1898 (Vol. 5, pp. 436-441). Carbondale and Edwardsville, IL: Southern Illinois University Press. (Original work published 1896)

Dewey, J. (1972c). My pedagogic creed. Repr. In A. Boydston (Ed.), The early books of John Dewey. 1882-1898 (Vol. 5, pp. 84-95). Carbondale and Edwardsville, IL: Southern Illinois University Press. (Original work published 1897)

Dewey, J. (1972d). Plan of organization of the university primary school. In A. Boydston (Ed.), The early books of John Dewey. 1882-1898 (Vol. 5, pp. 224-243). Carbondale and

Edwardsville, IL: Southern Illinois University Press. (Original work published 1896) Dewey, J. (1990). The school and society and The children and the curriculum. Chicago, IL:University of Chicago Press.

Dewey, J. (1996a). Interest in relation to training of the will. In L. Hickman (Ed.), The collected works of John Dewey, 1882-1953 (Electronic ed., EW5, pp. 113-150). Charlottesville, VA: Intelex. (Original work published 1896)

Dewey, J. (1996b). The psychological aspect of the school curriculum. In L. Hickman (Ed.), The collected works of John Dewey, 1882-1953 (Electronic ed., EW5, pp. 164-176). Charlottesville, VA: Intelex. (Original work published 1897)

Dewey, J. (1997). Experience and education. New York, NY: Simon & Schuster. (Original work published 1938)

Durst, A. (2010). “Venturing in education”: Teaching at the University of Chicago’s Laboratory School, 1896-1904. History of Education, 39(1), 55-73. DOI:10.1080/00467600802508963

Edwards, A. C. (1936). The evolution of Mr. Dewey’s principles of education. In K. C. Mayhew & A. C. Edwards, The Dewey School: The laboratory school of the University of Chicago, 1896-1903 (pp. 445-462). New York, NY: D. Appleton-Century.

Fallace, T. (2009). Repeating the race experience: John Dewey and the history curriculum at the University of Chicago Laboratory School. Curriculum Inquiry, 39(3), 381-405.

Harms, W., & DePencier, I. (1996). Experiencing education: 100 years of learning at The University of Chicago Laboratory Schools. Chicago, IL: The University of Chicago Laboratory Schools.

James, W. (1891). The principles of psychology. London, England: Macmillan.
James, W. (1910). Pragmatism: A new name for some old ways of thinking popular lectures on philosophy. New York, NY: Longmans, Green and Co.

James, W. (1912). Essays in radical empiricism. New York, NY: Longman, Green and Co.

Jackson, P. W. (1990). Introduction. In J. Dewey, The school and society and The children and the education (pp. ix-xxxvii). Chicago, IL: University of Chicago Press.

Jackson, P. W. (1998). John Dewey’s School and Society revisited. The Elementary School  Journal, 98(5), 415-426.

Kliebard, H. M. (1986). The struggle for the American curriculum 1893-1958. Boston, MA: Routledge & Kegan Paul plc.

Kliebard, H. M. (1992). Forging the American curriculum: Essays in curriculum history and  theory. New York, NY: Routledge.

Kliebard, H. M. (1999). Dewey and the Herbartians: The genesis of a theory of curriculum. Contemporary curriculum discourses: Twenty years of JCT (pp. 68-81). New York, NY: Peter Lang.

Kliebard, H. M. (2004). The struggle for the American curriculum: 1893-1958 (3rd. ed.). New York, NY: Routledge.

Mayhew, K. C., & Edwards, A. C. (1936). The Dewey School: The laboratory school of the University of Chicago, 1896-1903. New York, NY: D. Appleton-Century.

Ozmon, H. A. (2012). Philosophical foundations of education (9th ed.). Upper Saddle River, NJ: Pearson.

Peirce, C. S. (1878). How to make our ideas clear. Popular Science Monthly, 12, 286-302.

Rugg, H. (1947). Foundations for American education. New York, NY: World Book.

Shiraishi, F. (1995). Music education at the Dewey School 1896-1904. The Bulletin of Historical Research in Music Education, 17(1), 1-18.

Tanner, D., & Tanner, L. (1990). History of the school curriculum. New York, NY: Macmillan. 

Tanner, L. N. (1991). The meaning of curriculum in Dewey’s laboratory school (1896-1904).  Journal of Curriculum Studies, 23(2), 101-117.

Tanner, L. N. (1997). Dewey’s laboratory school: Lessons for today. New York, NY: Teachers College Press. 

 

 


EndNote
下載可匯入格式