由思維歷程透視教學原理--杜威「思維術」方法論之衍釋

Investigating Principles of Teaching from the Perspective of Thinking Processes: An Interpretation of the Methodology Highlighted in John Dewey's How We Think

本文主旨在於衍釋杜威《思維術》一書的思維方法論，並探究其在教學原理上的意蘊。全文先以思維動力、思維態度及思維方法等三個向度，來解析《思維術》所提倡的反省思維；次就反省思維與教學的關係作系統闡釋，說明杜威心中的理想教學，至少應包括主動性、目標性、完整性和繼續性等四項特質；最後，對《思維術》的方法論提出批判性的反省，指出以科學方法為典範的反省思維，並非杜威心中唯一有價值的思維，必須輔以經驗方法及人文思維，方能觀照生命全貌，保全人類安居的住所。

The main purpose of this article is to illustrate John Dewey’s methodology of reflective thinking highlighted in How We Think (1933)， and thereby investigate its implications for principles of teaching. Firstly， the author analyzes the content of reflective thinking， from three angles: incentives of thinking， attitudes toward thinking， and methods of thinking. Secondly， the author systematically describes the connections between reflective thinking and teaching. He points out that in Dewey’s mind， an ideal model of teaching should at least include four attributes: being positive， pur- pose-oriented， complete， and continuous. Lastly， the author offers a critical reflection on Dewey’s thinking methodology. He concludes that reflective thinking based on scientific method is not the only thinking model that Dewey takes to be valuable. It is only when we can utilize scientific thinking as well as humanistic thinking that we can comprehend the whole picture of life and safeguard our dwelling place.