教育学论文 波兰尼与杜威的学习观之比较.docVIP

中文摘要 波兰尼默会知识理论在国内教育理论界已经引起关注，但是，对于他的学习观却研究不足。本研究尝试把波兰尼的学习观与杜威的学习观进行比较研究。本文通过历史研究和比较研究，分析波兰尼和杜威在知识观和学习观方面各自不同的话语方式，并着重留意他们在知识观和学习观上存在的交叉和汇合。波兰尼与杜威的学习观来自各自的知识观。两者的知识观和学习观以不同的话语方式表达出来，但在不同的话语和概念背后，存在交叉与共鸣。本研究的结果显示：波兰尼和杜威在知识观方面的交叉点是“个人参与”，而两人在学习观上的汇合点是“整体学习”。 波兰尼称他的新知识观为“个人知识”，而杜威则将自己的知识观称为“参与者知识观”。杜威采用詹姆斯的“意识的边缘”和“中心” 来解释“参与者知识观”的具体求知原理；波兰尼则使用“边缘意识”和“焦点意识”这两个相似的术语来表达他的“个人知识”。波兰尼和杜威都强调“个人参与”。与“个人参与”的知识观相对应，他们坚持了共同的学习观，即“整体学习”。他们都强调学习者是情感、身体、心理和精神的整体的人，学习应是个人情感和身体参与的整体的过程。学习者在热情求知中整体学习，在行动中整体学习，在解决问题中整体学习。两人使用相异的话语方式来表达相似的学习观点：杜威主张学习者发挥“学习兴趣”，“从做中学”，从“解决问题”中学习；波兰尼则强调学习者的“求知热情”，并看重“学徒制”和“寓居”于细节中整体学习的地位。 关键词： 波兰尼； 杜威； 知识观； 学习观 ABSTRACT Michael Polanyi’s theory of tacit knowledge has been paid much attention in the domestic educational world. However, His theory of learning has rarely been talked about. The dissertation aims at a tentative comparison between Michael Polanyi and John Dewey from their theory of learning. It attempts to compare their different terms and focus on their common grounds in the theory of knowledge and learning views through historical study and comparative study. The thought of their theory of knowledge is the base of their new attitude toward learning. They expressed their ideas with different terms, but there were many common grounds behind different expressions and concepts. The result shows that personal participation is the common idea of their theory of knowledge and holistic learning is the common ground of their theory of learning. Michael Polanyi named his new concept of knowledge as “personal knowledge”, and John Dewey called it “the participant theory of knowledge”. To explain the fundamental foundation of his theory of knowledge, Dewey accepted the terms “focus” and “fringe” which James used. And Michael Polanyi referred to “focal awareness” and “subsidiary awareness”. “Personal participation” was the common character of their theory of knowledge, which influenced their theory of learning. “Holistic learning” was their common ground o