本課程以閱讀John Dewey之《民主與教育》一書為核心學習活動。《民主與教育》一書被稱為西方教育史中的三大教育名著之一。其餘兩本為Plato之《理想國》、Rousseau之《愛彌兒》。這三本書分別代表在不同的社會體制與狀況中，思想家所提倡與設計出得以發展人類實際潛能與面對其社會環境的教育理念、制度、內涵與互動的方式。而隨著社會環境的變遷，教育的內涵已不再是單純的傳遞與再製特定的想法、知識與能力為中心，而隨著全球化時代的變遷，受教者本身的想法、個人成長的經驗等面向也逐漸納入教育這個大概念之中。
「教育」這個概念若進行細分，就需要牽涉許多層面，如從哲學的角度看待人的存在、知識的形成、感受的培養等面向；從社會學的角度可思考教育所產生的社會化與改變社會的功能性；從心理學的角度可瞭解個體（認知、道德）發展與互動的重要性。因此，相應的教育體制中的課程設計、教學方法與評量策略都受到各種理念、理論的呈現。
但就Dewey來說，過去的「教育」太著重於知識的傳遞與培養，而忽視了個人的學習很大程度來自於他們的「經驗」，過去的教育重視為未來生活而準備，而忽視了個人對於思考、興趣與判斷能力的培養。對Dewey來說，「民主生活」就是一種探究、溝通與學習的生活。所以，民主與教育之間的關連實際上就是培養個人與他人共同生活，是一種持續互動的學習歷程，在這過程之中，個人持續學習、反省與成長。
那，Dewey是如何看待這本《民主與教育》的呢？Dewey自己強調「這是一本探索和闡釋蘊含在民主社會中的種種理念，並且把這些理念應用到教育的各項問題之上」。所以，這本書所牽涉的範圍很大，除前言外，有26章，分別涉及人類共同體的存在、經驗的意義、教學與學習的各種要素，學科與教材之間的關係，並依此重新反省哲學與經驗之間的可能性。每一章Dewey本人亦有撰寫摘要，本部分也可作為精要地作為各概念與內涵之連結。
基於前述，本課程藉由對Dewey《民主與教育》的閱讀、闡釋與探究為基礎，期望能夠讓參與本課程之學生得以在閱讀文本中，瞭解「民主」與「教育」之間的概念連結，啟發對生活中各種經驗的接觸與相應的熱情；此外，也對迄今之受教育歷程進行重新省視，找出自身對於生活中的興趣的重視，並藉此作為與自然、與他人、與社會等進行多向接觸之接點；最後，也培養自身對於教育的敏感度，對於將來成為家長或廣義的教育者時，面對自身與他人的下一代時，能夠更從全人的視野出發，養成自發、互動與共好的身、心、靈均健全的下一代民主公民。This course takes reading John Dewey's book "Democracy and Education" as the core learning activity. The book "Democracy and Education" is called one of the three major educational masterpieces in the history of Western education. The remaining two are Plato's "Ideal Country" and Rousseau's "Love". These three books represent the ways in which thinkers advocate and design the educational concepts, systems, connotations and interactions that can develop human real potential and face their social environment in different social systems and conditions. With the changes in the social environment, the connotation of education is no longer a simple communication and re-creation of specific ideas, knowledge and abilities. With the changes in the era of globalization, the ideas of the educated and the experience of personal growth are gradually included in the concept of education.
If the concept of "education" is divided into details, it needs to involve many aspects, such as viewing people's existence, the formation of knowledge, and the cultivation of feelings from a philosophical perspective; from a social perspective, we can think about the socialization and the functionality of changing society produced by education; from a psychological perspective, we can understand the importance of individual (knowledge, moral) development and interaction. Therefore, the course design, teaching methods and evaluation strategies in the corresponding educational system are presented by various concepts and theories.
But as Dewey said, the past "education" focused too much on the transmission and cultivation of knowledge, and ignored the fact that personal learning came from their "experience". The past education focused on preparing for future life, while the individual's cultivation of thinking, interest and judgment abilities. To Dewey, "democratic life" is a life of exploration, communication and learning. Therefore, the connection between democracy and education is actually to cultivate the life of individuals and others. It is a continuous and interactive learning process, in which individuals continue to learn, reflect and grow.
So, how does Dewey think of this book "Democracy and Education"? Dewey himself emphasized that "this is a book of exploration and reflection on the various concepts contained in democratic societies, and applies these ideas to various issues of education." Therefore, this book involves a large scope. In addition to the preface, there are 26 chapters, which involve the existence of human common, the meaning of experience, the various elements of teaching and learning, the relationship between subjects and textbooks, and re-reflect on the possibility between philosophy and experience. Dewey himself also wrote an abstract for each chapter, and this part can also be used as a link between various concepts and connotations.
Based on the foregoing, this course is based on reading, retelling and exploring Dewey's "Democracy and Education", and hopes that students participating in this course can understand the conceptual link between "democracy" and "education" in the reading text, and create contact and corresponding passion for various experiences in life. In addition, they can re-examine the educational process so far and find out their own connections. The emphasis on interest in life and serve as a multi-directional contact point with nature, with others, and with society. Finally, we will cultivate our sensitivity to education. For educators who will become parents or broad-minded, we can develop more from the perspective of the whole person and grow into a next generation of democratic citizens who have a sound body, mind and spirit that is good for themselves and others.
Dewey, John（1996）。民主與教育（林玉体譯）。臺北市：師大書苑。
Dewey, John（2001）。民主主義與教育（王承緒譯）。上海市：上海人民。
Dewey, John（2006）。民主與教育（薛絢譯）。臺北市：網路與書。
Dewey, John（2013）。民主主義與教育（2版）（林寶山譯）。臺北市：五南。
Hansen, David T.（主編）（2017）。重新詮釋杜威《民主與教育》的時代意義（單文經譯）。臺北市：心理。
Dewey, John (1996). Democracy and education (Lin Yu's physical interpretation). Taipei City: Teacher's Book Garden.
Dewey, John (2001). Democracy and Education (translated by Wang Chengcheng). Shanghai: The people of Shanghai.
Dewey, John (2006). Democracy and education (Xue Zhilu). Taipei City: Internet and books.
Dewey, John (2013). Democracy and Education (2nd Edition) (Reprinted by Lin Baoshan). Taipei City: Wunan.
Hansen, David T. (editor) (2017). Re-review of the contemporary meaning of Dewey's "Democracy and Education" (single text translation). Taipei City: Psychology.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席與課堂參與課堂出席與課堂參與 Class attendance and class attendance |
30 | 出缺席狀況與上課參與討論情形 |
| 期中個人心得報告期中個人心得報告 Mid-term personal experience report |
30 | 個人自選本課程閱讀之經典文本章節進行心得寫作 |
| 團體分組報告團體分組報告 Group sub-group report |
40 | 各組對分配之經典章節進行導讀與提供課堂討論問題 |
