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教育哲学的几个典型问题1、WhatisSocrates’wayofteaching?InwhataspectisSocrates’wayofteachingdifferentfromthatoftoday?Socrates’wayofteachingiscalled‘theartofmidwifery’or‘Socraticquestioning’.It’sreallyaparticularwayofteaching,whichisbasedonquestionsandinvolvesnodirecttransferofinformationbutratherallowsthepupiltoseethetruthbyhimselforherself.Asweallknow,Socrates’motherwasamidwife.Influencedbyhismother,Socratescreatedhisparticularteachingmethodwhichhasgreatinfluenceonlatereducation.Itconsistsof4steps.Firstisridiculing,thatisbyraisingsomequestionstomakepeoplecontradictious.Thenis‘helpinggivebirth’,namelyhelpingtofindouttruth.Nextisinduction,whichisfromparticularobservationstogeneralconclusions.Lastly,istomakedefinitions.Ihavereadastoryfromabook.ItsaidthatonedaySocratesaskedoneofhisstudentscheatisjusticeorinjustice.Thatstudentanswered‘justice’.‘Thenifcheatingenemiesinawarisjusticeorinjustice’.‘Justice’.‘Ifachildfellill,andhisfathercheatedthatthemedicinetastedlikecandies,sothechildtookthemedicineandgotwell.Howaboutthis?’‘Absolutelythisisjustice!’‘Didn’tyousaythatcheatisinjustice?’Thestudentthenrealizedhisfalseandgainedtrueknowledge.Inaword,Socrates’wayofteachingisaskingquestions,gettinganswersandthentalkingtostudentsorevendebatingtomakestudentsrealizetheirignorance,drawingconclusionsfinally.Socratesthinksthattheonlyrationalteachingmethodistalkingtostudentsandreasoningwiththem,tellthemwhywewantthemtodoisgoodforthem.InSocrates’teachingmethod,therearenodeterminatetruthstobelearned.Thisisthebiggestdifferencefromtoday’steachingmethod.Todayteachersarealwaysauthoritiesinstudents’eyes.Becausethereseemstobedeterminateanswerstoeveryquestion.Duringclass,teacherstransferinformationtostudentsdirectlywhilehardlydebatewithstudents.Asaresult,studentstendnottothinkbythemselvesbutwaitforteachers’‘true’answers.Ithinkifteachersalwaystransferdeterminateanswerstostudentsdirectly,studentswillnotthinkbythemselves,asaresult,studentscannotlearntrueknowledgeatall.What’smore,wecan’tseeinnovationonstudents.SoSocrates’wayofteachingshouldbeadoptedinmoderneducationmoreorless.2、ExplainPlato’saimofeducationasareorientationofamindfromakindoftwilighttotruedaylight.Platowasanidealistandheproposeda‘TheoryofForms’.Inhiseyes,thereweretwoworlds,physicalworld(copyorimitateoftherealworld)andthepermanentworld(immaterial,abstractentities).Platobelievedthathuman’sknowledgewasgenius,anditlivedinoursoul.Sotheaimofeducationwastohelpusremindofpotentialcapacities,andrecalltheinnateknowledgeinourmind.Furthertohelpusunderstandtheorderofthingsorlawofuniverse,thenwecouldseethetruedaylight.InMeno(《米诺篇》)recordedthatPlatoputtedsomesimplequestionstoaslavewhohadn’treceivededucation.Aftersometalking,Platosurprisinglyfoundthattheslaveknewsomeadvancedmathematicalprinciples.Itmakesclearthatweallhavereasonworldinoursoul,whenwemakesomeguidanceinoursensibleworldwecanrecalltheforgottenworld.SoPlatosaidmathematicswasnotlearntatall.Andhethoughtmathematicsanddialecticweremaincomponentsofhighereducation.Becauseitdealswithimmaterialandtimelessobjects–‘attract’Themindtowardswhatismost‘utterlyreal’,therealmoftheForms(Republic532ff)Inaword,Platothinksthattheaimofeducationistohelpstudentsturnpotentialknowledgetorealknowledge,thentoseetherealworld.Withouteducationwecan’tgainthegroundedknowledgethataffordseffectiveandstableguidanceinlife.3、WhatisRousseau’snaturalisticapproachtoeducation?BackgroundIn17thand18thcentury’sEurope,therewasarejectionofsuperstitionandmysterycalled‘TheAgeofReason’.Themovementcompletelyrejectedtheroleoftraditionandcultureandemphasizedtheroleofreason.AsanimportantrepresentativeofthemovementRousseauadvocated‘freedom’and‘reason’.What’smore,hebelievedmanwasanaturallygoodcreature,andthiswastherootofhisnaturalisticapproachtoeducation.Thegoalofeducationistocultivateournaturaltendencies,inotherwords,tocultivatenaturalhumanity.Heheldthatknowledgecomesfromthesenses,andchildrenshouldengageactivelywithawell-orderedenvironment----anenvironmentundertutor’sconstantsupervisionoranivorytowerfoundedtofendofftheunnaturalandimperfectsociety,andchildrenshouldlearnbyinteractingwithit.Thislearningprocessshouldbeencouragedfrombirth,sotheinfantsweretobefreefromswaddles.Hesaideducationshouldbesuitabletochildren’spersonality,differentpupilhaddifferentcharacter,sopupilshouldbeintroducedtodifferenttopicscorrespondingtothedevelopmentoftheircapacities.Educationshouldfollowdifferentagestages’pupils.InEmile,Rousseaudistinguishedfour‘agesofman’:theageofnature(0--12);theageofreason(12--15);theageofforce(15--20);theageofwisdom(20--25).Healsoemphasizedlearningbydoing,preferablyintheopenair,farfromthedrypedantryoftextbooksandlaboratories.Thisapproachtoeducationshowsaffectiontochildren,andleadschildrentobeclosetonatureandprotectschildren’snaturalinstinctsetc.Rousseau’snaturalisticapproachtoeducationreallyhasbeenplayinganactiveroleineducationallovertheworld.4、ExplainDewey’spragmatismandhisideaof‘educationislife’Towardstheendofthe19thcenturycapitalismeconomyofAmericadevelopedrapidly.Industrydevelopmentexpandedalloverthe