行行重行行：杜威教育思想研究在中国

Unending Quest: Studies on John Dewey’s Thought of Education in China

中国学界研究杜威教育思想的百年历程可分为四个时期：２０世纪头３０年为引进期，所做的工作主要是译介杜威著作和评介杜威教育思想，此时期的代表性研究者是胡适；１９３０年至１９４９年是深入研究期，此时期的研究颇有“百家争鸣”气象，有吴俊升的自由主义进路的研究、梁漱溟的创造进化论视角的研究，也有林布的以马克思主义为指导的研究等；１９５０年至１９８０年，中国的杜威教育思想研究分化为两支，大陆对杜威教育思想进行意识形态化批判，真正的学术研究几乎停滞，香港、台湾的研究则进入繁荣期，吴俊升成为此时期中国杜威教育思想研究的集大成者；１９８０年后中国大陆对杜威教育思想重新评价，标志着杜威教育思想研究在大陆开始复苏。从研究的思想类型看，百年研究历程是一个从实验主义到绝对主义，再重回实验主义的历程。

There are four periods in the centennial studies on John Dewey’s thought of education in China. The first period is the first thirty years in the 20th century when the main work was translating Dewey’s works and introducing Dewey’s thought into Chinese academic circles. Hu shih was the representative scholar in this period. The second period is from 1930 to 1949， in which the studies on Dewey’s thought were productive. There were kinds of researches from the perspective of libertarianism， from the theory of creative evolution or from the perspective of Marxism. However， the research has been split into two branches since 1949. This is the third period. In the People’s Republic of China， there had been full of criticism of Dewey’s thought of education from the ideology of MarxLeninism， which had no academic elements. In Hong Kong and Taiwan， the research became prosperous and TsuinChen Ou became the most outstanding scholar in the field. In the fourth period which began in 1980， the People’s Republic of China began to reevaluate Dewey’s thought of education and the studies began to revive. In the view of the research’s type of thought， the history of studies on Dewey’s educational thought in China is a course which started from experimentalism， and underwent to absolutism， and then returned to experimentalism.