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On the ideological debates of Western education and enlightenment.doc

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On the ideological debates of Western education and enlightenment

On the ideological debates of Western education and enlightenment Abstract ideas in a variety of educational debates in Europe and the United States educational practice and reform has achieved fruitful results, but also reflects much to reflect on mistakes in our 21st century education in the new situation today, recalled the controversy of Western educational thought history, and obtain the experience and lessons worth learning, will China’s development of educational theory and practice have important implications for the role and significance. Keywords European Enlightenment debates educational thinking A modern European and American educational thought controversy marked the beginning of In 1899, John Dewey, founder of American pragmatism in education lt;lt;schools and communitygt;gt; a book, the first use of “traditional education” to indicate to Herbart’s educational theory, represented, and it was critical, the same time he advocated educational theory called “modern education.” Since then, the modern European and American educational theory, began to “traditional education” and “modern education” concept, and cause a “modern education” theory and “ traditional education, “the theory of repeated controversy. ① Accordance with the “modern” and “traditional” two dimensions of educational thinking in Europe and America can be roughly divided into two categories: transformation of educational thought, there are educational thought, the new educational ideas of behaviorism, structuralism educational thinking, analysis, philosophy of education , people-oriented education and lifelong education, etc. can be classified as “modern education” theory, elements of educational thought, the eternal educational thought, the new educational thought Thomas is because, following the traditional method can be classified as “traditional education” theory with philosophy, psychology and technology advances in the development of “modern education” theory more d