英国对杜威教育思想的吸收——— 基于知识吸收理论的历史分析

The Reception of John Dewey's Educational Thought in Britain A Historical Analysis Based on a Theory of Reception of Knowledge

教育知识的跨国扩散引起一国对外来教育知识的“吸收”活动。对和外来知识的“语言背景”相同的国家而言，其吸收活动是否更通畅、发生的影响是否更深远是值得探究的问题。此研究从“知识吸收”的立足点出发，考察２０世纪初期到２０年代英国引入美国的杜威教育思想的过程，２０年代后期到４０年代它在英国教育改革中的角色，以及５０年代以后它在英国淡出和再被吸收的反复现象，展现出一个多世纪以来英国吸收、排斥和改造杜威教育思想的缓慢而复杂的历程；再基于知识社会学的“知识吸收理论”分析这一历史现象，如此得以具体评判杜威教育思想对英国教育的影响，并深刻认识“社会系统”建构教育理论的“机制”。

The dissemination of international educational knowledge brings about activity of reception of such know ledge in a particular country. Whether or not such activity goes smoother or produces a deeper influence in a country that shares the same language background with that knowledge deserves inquires . Focusing on the activity of knowledge reception， this essay conducts a historical investigation into the reception of John Dewey's educational thought in Britain from the early 20th century to the 1920s， from the late 1920s to the 1950s. It demonstrates how Dewey's educational thought was received， rejected and reconstructed over the last century in Britain with a slow and complex process. These historical phenomena are then analyzed through the lens of theory of reception of knowledge derived from sociology of knowledge， thus a concrete evaluation of the influence that Dewey's educational thought had on Britain can be gained， with a deep understanding of the formation of educational theory in a social system.