美国中等职业教育发展的职业主义与民主主义之争：“普杜之辩”研究

发布时间：2018-01-13 17:06

本文关键词：美国中等职业教育发展的职业主义与民主主义之争：“普杜之辩”研究　出处：《华东师范大学》2014年博士论文　论文类型：学位论文

【摘要】：1917年《史密斯-休斯法案》的颁布与实施,标志着美国中等职业教育已经超越欧洲“双轨”制框架,标志着以综合中学为特征的美国中等教育“单轨”制的确立。其间经历了普洛瑟职业主义阵营与杜威民主主义阵营的激烈较量。事实上,基于两种不同的职教观,普洛瑟“为职业而教育”与杜威“通过职业而教育”而形成的“普杜之辩”,为20世纪初的美国提供了必要的职业教育理论体系。 “普杜之辩”并非一蹴而成,也远非一个单一的历史事实。1913年库利议案所引发的“普杜之辩”,绵延于美国1906年开始的职业教育运动之中,而早在19世纪末期美国即已成为世界工业强国之中的霸主。现代社会最先进的生产方式与新兴美国高度的民主自觉为“普杜之辩”奠定了深厚的社会基础,欧洲自由教育的传统与美国本土功利主义教育思想的碰撞与融合,则为美国中等职业教育运动营造了多元并存的文化土壤。 “普杜之辩”所彰显的职业主义与民主主义之间的较量,并非只是普洛瑟与杜威两个教育家及其同盟者之间的学术观点之异,它的背后包含着19世纪以来美国职业教育困境所积淀的冲突,并且诠释出自由教育与职业教育、雇主阶层与雇员阶层以及民主与效率之间多维要素之间持久的博弈。 “普杜之辩”及其“单轨”制是世界职业教育史上的一个独特现象,而职业主义与民主主义对于职业教育核心命题的不同诠释,以及由此引发的关于“职业教育本土性”“职业教育存在的合理性”等问题的不断追问又恰恰蕴含着超越本土的意义。论文主体包括六个部分：导论部分包括：选题缘起与问题提出、研究意义与创新、文献综述、概念界定、研究思路与研究方法。第一章“普杜之辩”的历史由来。本章从19世纪中等职业教育缓慢发展的现象着手,通过剖析“格兰特·维恩答案”揭示出阻滞中等职业教育发展的两个重要因素——民主主义信仰与自由教育传统。在手工教育运动取向选择与转换过程中,凸显出自由教育与职业教育、雇主阶层与雇员阶层之间的力量博弈。并构成了“普杜之辩”的历史前提。第二章“普杜之辩”与职业主义的确立。本章以1906年职业教育运动仿效德国模式为背景,详细论述了1913年库利议案所引发的“普杜之辩”这一重要史实,梳理了普洛瑟职业主义阵营与杜威民主主义阵营各自的观点,并且从民主与效率的关系视角对于两种职教观进行了深刻的剖析。厘清了“普杜之辩”后《史密斯-休斯法案》生成与“单轨”制的确立过程,通过综合中学中的“独立账户”与“课程分层”揭示出普洛瑟职业主义阵营的不完全胜利。第三章“普杜之辩”背后职教观之异。本章从事件层面深入至理论层面,以解剖职业主义与民主主义职业教育思想体系之间的内在差异。在职业教育逻辑起点、职业教育取向、职业教育课程以及教学组织四个层面的对比分析中,呼应“普杜之辩”发生的必然性,以及中等职业教育“美国模式”生成的理论基础。第四章“普杜之辩”的历史影响。本章明晰了“普杜之辩”作为美国中等职业教育走出欧洲框架的标志性地位,从课程的微观视角,论证了美国20世纪职业教育演进中的“普洛瑟职业主义时代”与以杜威民主主义为蓝本的“新职业主义时代”,并剖析了“单轨”制下综合中学的运行问题。结语部分,基于对“普杜之辩”的综合研究,解析出“职业教育的本土性”、“职业教育存在的合理性”、“职业主义何以在博弈中如此顽强”以及“杜威的理想能否实现”四个维度的思考,用以凸显“普杜之辩”所蕴含的思想深度。
[Abstract]:The promulgation and implementation of the 1917 "Smith - Hughes Act >, marking the medium occupation education in the United States has surpassed the European" dual track "system framework, marking is characterized by comprehensive school of secondary education" the monorail system established. During a fierce battle with Dewey Plosser occupation camps democratic camp. In fact, the concept of taught two different position based on the "occupation and education" Plosser and Dewey "by occupation and education" and the formation of "Purdue debate", provides the necessary theoretical system of occupation education for the United States at the beginning of twentieth Century.
"Purdue" debate is not achieved overnight, is far from a single historical fact.1913 Cooley motion caused by the "Purdue" debate, occupation education for movement began in the United States in 1906, and in nineteenth Century the United States at the end of the world has become the dominant industrial power. The most advanced production mode and modern society the height of the emerging democratic consciousness as the "Purdue debate" has laid a solid social foundation, collision and fusion of European liberal education tradition and Native American utilitarian educational thought, for the education of American secondary occupation movement to create a diversified culture.
"Occupation doctrine and democracy shows puddu" the debate of the contest between Dewey and Plosser is not just the two educators and their allies in different academic point of view, behind it contains conflict since nineteenth Century American occupation education dilemma accumulation, and interpretation of free education and occupation education, lasting game between employers class and class of workers and between democracy and efficiency of multi elements.
"Purdue debate" and "single track" system is a unique phenomenon in the history of the world's occupation education, occupation and nationalism and democratic interpretation for different occupation education core proposition, and the consequent on the "occupation education" and "occupation education rationality" and other issues and constantly questioning implies beyond local significance.
The main body of the paper consists of six parts:
The introduction includes: the origin and question of the topic, the significance and the innovation of the research, the literature review, the definition of the concept, the thinking and the research methods.
The first chapter "the historical origin of Purdue debate". This chapter begins from nineteenth Century, the slow development of secondary occupation education phenomenon, through the analysis of "Grant Wayne answers" reveals two important democratic faith and freedom education secondary occupation education development block. In the choice of manual education orientation and the conversion process, the highlight of free education and occupation education, the power game between employers and employees. The class class and form the "historical premise puddu" debate.
The establishment of the second chapter "Purdue" debate and occupation ". In this chapter, the 1906 occupation education movement followed the German pattern as the background, discusses the motion caused by the" 1913 Cooley puddu debate this important historical facts, combing the Communist camp Dewey and Plosser occupation democratic socialist camp their views, and from the perspective of the relationship between democracy and efficiency for the two kinds of vocational education concept has made a profound analysis. To clarify the "Purdue debate" after the "Smith Hughes act" and "generation monorail" system establishment process, through the comprehensive school of the "independent account" and "curriculum stratification" reveals the incomplete victory of the Communist camp xipuluose occupation.
The third chapter "behind the Purdue debate" vocational education view. This chapter from the event level to the level of theory, the inherent differences between Marxism and democratic occupation occupation anatomy education system. In the occupation education occupation education orientation, logic starting point, occupation education curriculum and teaching organization from four aspects of comparative analysis, echo "the inevitability of Purdue debate occurred, as well as the medium occupation education" American model "generation theory.
The fourth chapter "the historical influence of Purdue debate". This chapter clarifies the "Purdue" debate as secondary occupation education in the United States out of the European Framework iconic status, from the micro perspective of course, demonstrates that the United States in twentieth Century occupation education in the evolution of "xipuluose occupation" era with Dewey based on the "occupation of new democracy" era, and analyzes the operation problem of comprehensive school monorail system. "
In the conclusion part, a comprehensive study of the "Purdue" debate based on parsing out the "local" occupation education, occupation education "rationality", "occupation doctrine in the game is so tenacious" and "Dewey's ideal" on four dimensions, in order to highlight the ideological depth of Purdue debate "contains.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G719.712

【参考文献】