从“实践理智化”到“教育理智化”———兼对杜威“反理智主义”观念的辨正

From ^intellectualizing practice” to ^intellectualizing education”； ADiscussionofDewey’s “Anti-Intellectualism”

美国新实在论哲学家蒙塔古盛赞杜威一生致力于“智慧实践化”，但是出人意料的是杜威却把“智慧实践化”纠正为“实践理智化”。这种纠正意味着杜威不满足于做一个纯粹的哲学工作者，而是把重心放置在实践上。实践理智化包含两层含义：从实践改造的意义上来说是把机械的实践、盲目的实践和仅由习惯支配的实践改造为智慧的实践；从认识的角度来说，智慧性行动的过程同时是一种认识的过程，一种最具有理智意义的过程。由“实践理智化”可推出“教育理智化”的构想，基于这种构想可有力地反驳像理查德·霍夫施塔特等对杜威做出的“反理智主义”指控。

William Pepperell Montague， an American neorealist philosopher， once lavished praise on Dewey， his colleague in Columbia University， for his whole efforts to “)racticalize intelligence”， but Dew- ey corrected Montague and said that his efforts were not to practicalize intelligence but to ^intellectualize practice”. This means that he was not satislied to be a pure philosopher to deal with notions but one who paid great attention to practice. The term “intellectualize practice” has two layers of meaning. On one hand， it refers to the transforming of the mechanistic， blind or habit-dominated practices into intelligent practices. On the other hand， in the sense of knowledge， ttmeans that intelligent act is also a process of knowing， a process with the most intellectual meaning. We can deduce the conception of ^intellectualize education” from the term ^intellectualize practice”. Based on the conception， we can refute the ^charge” of anti-intellectualism on Dewey by some people llke Richard Hofstadter.