教育科學的資源 [The Sources of Science of Education] pdf epub mobi txt 电子书 下载 2025

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[美] 約翰·杜威（John Dewey） 著

圖書標籤:

• 教育學
• 教育科學
• 教育史
• 教育理論
• 教育資源
• 學科史
• 科學史
• 知識學
• 學術史
• 教育哲學

出版社： 中国传媒大学出版社

ISBN：9787565721229

版次：1

商品编码：12284054

包装：平装

丛书名： 新闻学与传播学经典丛书·英文原版系列

外文名称：The Sources of Science of Education

开本：32开

出版时间：2018-01-01

用纸：胶版纸

页数：84

字数：9400

內容簡介

　　“新聞學與傳播學經典叢書·英文原版係列”，選取瞭在新聞學與傳播學曆史上具有裏程碑意義的大師經典名作。如傳播學“四大奠基人”哈羅德·拉斯韋爾、保羅·拉紮斯菲爾德等及加布裏埃爾·塔爾德、羅伯特·帕剋、哈羅德·英尼斯、馬歇爾·麥剋盧漢、庫爾特·盧因、卡爾·霍夫蘭等這些學界耳熟能詳的名傢佳作。這些是傳播學與新聞學的奠基之作，也是現代新聞學與傳播學發展的基礎。許多名作都多次再版，影響深遠，曆久不衰，成為新聞學與傳播學的經典。此套叢書采用英文原版齣版，使讀者讀到原汁原味的著作。
　　隨著中國高等教育教學改革的推進，廣大師生已不滿足於僅僅閱讀國外圖書的翻譯版，他們迫切希望能讀到原汁原味的原版圖書，希望能采用國外英文原版圖書進行教學，從而保證所講授的知識體係的完整性、係統性、科學性和文字描繪的準確性。此套叢書的齣版便是滿足瞭這種需求。亦可使學生在專業技術方麵盡快掌握本學科相應的外語詞匯和瞭解先進國傢的學術發展的方嚮。
　　本係列叢書在原汁原味地引進英文原版圖書的同時，將目錄譯為中文，作為對原版的一種導讀，供讀者閱讀時參考。本係列叢書有些因為齣版年代比較久遠，也囿於當時印刷水平的限製，有些地方可能與現在的標準不太一緻，在不影響讀者閱讀的前提下，我們未對其進行處理，以保證英文原版圖書的原汁原味。

目錄

導言
一、教育是一門科學
教育是一門藝術
二、藉來的技術之不足
三、定律與法律對峙
教育科學不是獨立的
沒有內在的科學教育內容
特殊來源
約翰·杜威最後發錶的文字
創造一個民主社會

精彩書摘

　　《教育科學的資源》：
　　The history of the more mature sciences shows two chayracteristics. Their original problems were set by difliculties that offered themselves in the ordinary region of practical affairs. Men obtained fire by rubbing sticks together and noted how things grew warm, when they pressed on each other, long before they had any theory of heat. Such everyday experiences in their seeming inconsistency with the phenomena of flame and fire finally led to the conception of heat as a mode of molecular motion. But it led to this conception only when the ordinary phenomena were reflected upon in detachment from the conditions and uses under which they exhibit themselves in practices. There is no science without abstraction, and abstraction means fundamentally that certain occurrences are removed from the dimension of familiar practical experience into that of reflective or theoretical inquiry.
　　To be able to get away for the time being from entanglement in the urgencies and needs of immediate practical concerns is a condition of the origin of scientific treatment in any field. Preoccupation with attaining some direct end or practical utility, always limits scientific in quiry. For it restricts the field of attention and thought, since we note only those things that are immediately connected with what we want to clo or get at the moment. Science signifies that we carry our observations and thinking further afield and become interested in what happens on its own account. Theory is in the end, as has been well said, the most practical of all things, because this widening of the range of attention beyond nearby purpose and desire eventually results in the creation of wider and farther-reaching purposes and enables us to use a much wider and deeper range of conditions and means than were expressed in the observation of primitive practical purposes. For the time being, however, the formation of theories demands a resolute turning aside from the needs of practical operations previously performed.
　　……

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