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
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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。
The enactment and implementation of Smith-Hughes Act in1917symbolized that American Vocational Education had surpassed the European double-track system and the single-track system of American secondary education featuring Comprehensive High School had been established. There had been fierce competition between Prosser's Vocationalism and Dewey's Democratism during this process. In fact, Prosser's Education for Vocation and Dewey's Education through Vocation were based on different vocational education concepts, thus leading to Dewey-Prosser debates which offered the necessary vocational education theory system for America at the beginning of the20th century.
Dewey-Prosser debates did not appear overnight and were far from a single historical event. It was triggered by Cooley Bill which was enacted in1913and involved in the American vocational education movement starting in1906. However, as early as the end of19th century, America had been the superpower in the world with advanced industry. The combination of the most advanced mode of production and the high level of democracy in the new America laid a solid social foundation for Dewey-Prosser debates. The conflicts and integration of traditions from European liberal arts and American native Unitarianism created an atmosphere of the coexistence of multiplicity for American vocational education movement.
The competition between vocationalism and democratism involved in Dewey-Prosser debates not only indicated some different academic ideas of Prosser and Dewey and their respective league, but also show the conflicts brought by the plight of American vocational education since19th century. What's more, it also illustrated the persistent struggle in many aspects, such as that between liberal arts education and vocational education, between the employer group and the employee group, and between democracy and efficiency.
Dewey-Prosser debates and the American Model of vocational education are special phenomena in the history of vocational education. However, the different interpretations of those core propositions, given respectively by vocationalism and democratisim within the vocational education domain, and a continuous inquiry on the questions brought by it, such as the locality of vocational education and the justification of the existence of vocational education, have been beyond the scope of a single country.
The dissertation consists of six parts.
The introduction analyses the cause of the study, indicates the meaning of the study and the innovative points, reviews former studies, puts forward the research thinking, defines the related notion and methods of the study.
Chapter one,"the Historical Origin of Dewey-Prosser Debates", probes into the plight of American vocational education in the19th century which is the prelude of Dewey-Prosser debates. It starts from the fact of the slow development of American vocational education in the19th century, and indicates the two important factors that hindered the development of vocational education---emocratism belief in education and liberal education tradition, then shows the struggle between liberal arts education and vocational education, the employer group and employee group during the selection and the latter transformation of the orientation in the manual educational movement. This provides the historical background of Dewey-Prosser debates.
Chapter two,"Dewey-Prosser Debates and the Establishment of Vocationalism", studies Dewey-Prosser debates from the perspective of the establishment of vocationalism and the compromise. It first provides the background that the vocational education movement in1906copied the German model, and explores in detail the historical event concerning Dewey-Prosser debates, triggered by the enactment of Cooley Bill in1913, then shows the different ideas of Prosser's vocationalism and Dewey's democratism and analyses the two different concepts from the perspective of democracy and efficiency. Next it analyses the enactment of Smith-Hughes Act which occurred after Dewey-Prosser debates and the establishment of single-track system and explains the separate account and layers of courses in Comprehensive High School, which indicated the partial victory of Prosser Vocationalism league.
Chapter three,"the Difference of Viewpoints on Vocational Education behind the Debates", deals with Dewey-Prosser debates from the theoretical perspective---the theory underlying the two different vocational education concepts to indicate the difference between vocationalism and democratism. It provides a comparative analysis of the logic start of vocational education, its orientation, its courses and the organization of teaching. This further indicates the necessity of Dewey-Prosser debates and the theoretical foundation underlying the American model.
Chapter four,"the Historical Influence of Dewey-Prosser Debates", discusses the evolution of American secondary vocational education after1917---the influence of Prosser and Dewey. It explores the influence of Dewey-Prosser debates and that of the two different vocational education concepts. It clears the fact that American secondary vocational education had moved beyond the European framework and from the micro perspective of courses, it provides some information of two different eras in the evolution of American vocational education during the20th century---Prosser's vocatioanlism era and Dewey's democratism era and finally discusses the problems of comprehensive high school in the single track system.
The conclusion provides a summary of the following four aspects:the locality of vocational education, the justification of the existence of vocational education, the vitality of vocational education and whether Dewey's dream would be realized or not, which further indicates the depth of Dewey-Prosser debates.
“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。
The enactment and implementation of Smith-Hughes Act in1917symbolized that American Vocational Education had surpassed the European double-track system and the single-track system of American secondary education featuring Comprehensive High School had been established. There had been fierce competition between Prosser's Vocationalism and Dewey's Democratism during this process. In fact, Prosser's Education for Vocation and Dewey's Education through Vocation were based on different vocational education concepts, thus leading to Dewey-Prosser debates which offered the necessary vocational education theory system for America at the beginning of the20th century.
Dewey-Prosser debates did not appear overnight and were far from a single historical event. It was triggered by Cooley Bill which was enacted in1913and involved in the American vocational education movement starting in1906. However, as early as the end of19th century, America had been the superpower in the world with advanced industry. The combination of the most advanced mode of production and the high level of democracy in the new America laid a solid social foundation for Dewey-Prosser debates. The conflicts and integration of traditions from European liberal arts and American native Unitarianism created an atmosphere of the coexistence of multiplicity for American vocational education movement.
The competition between vocationalism and democratism involved in Dewey-Prosser debates not only indicated some different academic ideas of Prosser and Dewey and their respective league, but also show the conflicts brought by the plight of American vocational education since19th century. What's more, it also illustrated the persistent struggle in many aspects, such as that between liberal arts education and vocational education, between the employer group and the employee group, and between democracy and efficiency.
Dewey-Prosser debates and the American Model of vocational education are special phenomena in the history of vocational education. However, the different interpretations of those core propositions, given respectively by vocationalism and democratisim within the vocational education domain, and a continuous inquiry on the questions brought by it, such as the locality of vocational education and the justification of the existence of vocational education, have been beyond the scope of a single country.
The dissertation consists of six parts.
The introduction analyses the cause of the study, indicates the meaning of the study and the innovative points, reviews former studies, puts forward the research thinking, defines the related notion and methods of the study.
Chapter one,"the Historical Origin of Dewey-Prosser Debates", probes into the plight of American vocational education in the19th century which is the prelude of Dewey-Prosser debates. It starts from the fact of the slow development of American vocational education in the19th century, and indicates the two important factors that hindered the development of vocational education---emocratism belief in education and liberal education tradition, then shows the struggle between liberal arts education and vocational education, the employer group and employee group during the selection and the latter transformation of the orientation in the manual educational movement. This provides the historical background of Dewey-Prosser debates.
Chapter two,"Dewey-Prosser Debates and the Establishment of Vocationalism", studies Dewey-Prosser debates from the perspective of the establishment of vocationalism and the compromise. It first provides the background that the vocational education movement in1906copied the German model, and explores in detail the historical event concerning Dewey-Prosser debates, triggered by the enactment of Cooley Bill in1913, then shows the different ideas of Prosser's vocationalism and Dewey's democratism and analyses the two different concepts from the perspective of democracy and efficiency. Next it analyses the enactment of Smith-Hughes Act which occurred after Dewey-Prosser debates and the establishment of single-track system and explains the separate account and layers of courses in Comprehensive High School, which indicated the partial victory of Prosser Vocationalism league.
Chapter three,"the Difference of Viewpoints on Vocational Education behind the Debates", deals with Dewey-Prosser debates from the theoretical perspective---the theory underlying the two different vocational education concepts to indicate the difference between vocationalism and democratism. It provides a comparative analysis of the logic start of vocational education, its orientation, its courses and the organization of teaching. This further indicates the necessity of Dewey-Prosser debates and the theoretical foundation underlying the American model.
Chapter four,"the Historical Influence of Dewey-Prosser Debates", discusses the evolution of American secondary vocational education after1917---the influence of Prosser and Dewey. It explores the influence of Dewey-Prosser debates and that of the two different vocational education concepts. It clears the fact that American secondary vocational education had moved beyond the European framework and from the micro perspective of courses, it provides some information of two different eras in the evolution of American vocational education during the20th century---Prosser's vocatioanlism era and Dewey's democratism era and finally discusses the problems of comprehensive high school in the single track system.
The conclusion provides a summary of the following four aspects:the locality of vocational education, the justification of the existence of vocational education, the vitality of vocational education and whether Dewey's dream would be realized or not, which further indicates the depth of Dewey-Prosser debates.
引文
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