当代教育与文化

“教育”概念是理解杜威教育思想的切入点。杜威虽未对教育进行本体意义上的界定，但他通过界定相关概念，阐释了他对教育的认识，即作为生长的教育、作为指导的教育以及作为经验改组和改造的教育。这些认识折射出传统教育与现代教育的批判性分析、教育与人发展的功能性分析、教育与社会生活的关联性分析这三个语境，体现了杜威教育概念产生的背景和脉络。作为一个实用主义哲学家，杜威关于教育概念的判断反映了他对有效性真理的追求、对行动主义立场的坚持，最终目的是在思想的创造中致力于民主社会的实现。

The concept of “education”serves as the entry point for understanding Dewey's educational thoughts.While Dewey did not provide an ontological definition of education, he explicated his understanding through relevant concepts such as education as growth, instruction, reorganization, and the transformation of experience.These perspectives reflect three contexts: a critical analysis of traditional and modern education, a functional analysis of education and human development, and an analysis of correlation between education and social life.These contexts illuminate the background and lineage in which Dewey's concept of education emerged.As a pragmatist philosopher, Dewey's judgments about the concept of education reflects his commitment to effective truth, his adherence to an activist stance, and his ultimate goal of fostering a democratic society through intellectual creation.