J. Dewey在歷史、文學、科學與藝術四科教材方面的主張

共分六節的本文，以Dewey一生唯一專門探討歷史、文學、科學、藝術等科教材主張的文字為主，Dewey其他有關論著為輔，先就四科教材的價值、教材組織的一般考量以及各教育階段教材組織的要項等，分述Dewey其主張。再以此為據，作成兩項確認：一，Dewey主張，各科教材的價值悉以其能否有利於學生的社會或生活意識之建立為依歸；二，Dewey一貫主張統整以對各科教材，因而始終反對將各科教材與人的過去、現在、未來生活作二元的分立。

This paper, divided into six sections, is based on Dewey’s only study of the subject matter of history, literature, science, and art in his lifetime, supplemented by Dewey’s other related writings. It first describes Dewey’s ideas about the value of subject matter for the four studies, the general considerations for the organization of subject matter, and the main points of the organization of subject matter for each stage of education. On the basis of this, two confirmations are made: firstly, Dewey’s view that the value of each studies’subject matter is based on whether they are conducive to the establishment of students’social or life consciousness; secondly, Dewey has always advocated the unification of each studies’subject matter, and thus has always opposed to the dichotomy between each studies’subject matter and the human’s past, present, and future life.