Hallet C E
School of Nursing Studies, University of Manchester, England.
J Adv Nurs. 1997 Dec;26(6):1229-34.
In this paper, the author focuses upon one of the most influential educational theories of the 20th century: the experimentalism of John Dewey. Based on the pragmatic philosophy of Charles Peirce and William James, experimentalism proposed that children learned by observing the consequences of their actions, such that learning became a continuous 'transaction' between learner and environment. This paper traces the main features of experimentalism, examining its emphases on focus, on action and transaction and on projection. It argues that the designers of Project 2000 curricula in Britain have neglected the insights Dewey provided into the relationships between experience and learning. Drawing briefly on research undertaken by the author into the provision of learning experiences in the community for Project 2000 students, this paper proposes that there is a need to provide Project 2000 students with learning experiences which will permit them to project their ideas and learn from the consequences of their actions.
在本文中，作者聚焦于20世纪最具影响力的教育理论之一：约翰·杜威的实验主义。基于查尔斯·皮尔士和威廉·詹姆斯的实用主义哲学，实验主义提出儿童通过观察自身行为的后果来学习，如此一来，学习便成为学习者与环境之间持续的“互动”。本文追溯了实验主义的主要特征，审视了其对重点、行动与互动以及预测的强调。文章认为，英国2000年课程计划的设计者忽视了杜威对经验与学习之间关系所提供的深刻见解。本文简要借鉴了作者针对为2000年课程计划学生提供社区学习体验所开展的研究，提出有必要为2000年课程计划学生提供学习体验，使他们能够展现自己的想法并从自身行为的后果中学习。
