| 科学教育与人文教育的争衡 |
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| 引用本文： | 郭昊龙.科学教育与人文教育的争衡[J].高教发展与评估,2012,28(3):1-6,121. |
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| 作者姓名： | 郭昊龙 |
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| 作者单位： | 武汉大学教育科学学院,湖北武汉,430072 |
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| 摘 要： | 科学教育与人文教育的矛盾是近代以来我国教育的一对基本矛盾.杜威的实用主义教育思想与赫钦斯的永恒主义教育思想,对于科学教育与人文教育有不同的侧重,他们分别从经验主义与理性主义的视角,系统而深入地探讨了科学教育与人文教育的统一与融通.实用主义与永恒主义教育思想具有互补性,需要在立足传统的基础上借鉴二者,从而真正促进科学教育与人文教育的统一与融通.
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| 关 键 词： | 科学教育 人文教育 实用主义 永恒主义 |
Conflict and Balance between Science Education and Humanity Education |
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| Guo Haolong.Conflict and Balance between Science Education and Humanity Education[J].higher education development and evaluation,2012,28(3):1-6,121. |
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| Authors: | Guo Haolong |
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| Institution: | Guo Haolong |
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| Abstract: | The conflict between science education and humanity education is a fundamental one in the education in modern China.John Dewey′s pragmatic education thought and Robert M.Hutchins’ eternalist education thought,which pay different emphasis on science education and humanity education,make a systematic and thorough discussion on the conformance and the fusion between science education and humanity education from the perspective of empiricism and rationalism respectively.The relationship between the education thought of pragmatism and that of eternalism is complementary.The correct way is to make best use of the two on the base the tradition,and thus to promote the conformance and the fusion of science education and humanity education. |
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| Keywords: | science education humanity education pragmatism eternalism |
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