John Dewey’s Theory of Knowledge and Reflections on Grade 1-9 Curriculum Reform

• Main Authors: Hong Sheng Ciao, 洪笙僑
• Other Authors: 王清思
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/45580199758760750632

碩士 === 國立嘉義大學 === 教育學系研究所 === 97 === The main aim of this study is to explore the nature and characteristics of Dewey’s theory of knowledge. Surveying the literature on Dewey’s theory of knowledge over the past twenty years, the author deduced four main characteristics of Dewey’s theory. First, knowledge is actively constructed by learners. Second, knowledge is a tool for problem-solving. Third, knowledge is acquired through a continuous process of inquiry. Fourth, knowledge is related to the experiences of everyday life. After discussing Dewey’s ideas about knowledge, the researcher sets out to examine some controversial issues and problems related to the Grade 1-9 Curriculum Reform. Three controversial issues and problems are all related to the learning and acquisition of knowledge. These include: 1) the knowledge v.s. ability dispute; 2) the problem with the meaning of integrated curriculum, 3) the problem with textbooks choices. The main findings are summarized as below: 1. The knowledge v.s. ability dispute Dewey thought that “knowledge” and “ability” should not be separated in a dualistic way, and both ideas are interconnected. When students truly acquire fundamental knowledge, they are also developing problem-solving abilities. 2. The problem with the meaning of integrated curriculum Dewey thought that curriculum’s contents have to connect with student's experiences in life. And the instructional content must cultivate students’ reflective thinking ability. As a result, it will be a meaningful teaching activity. 3. The problem with textbook choices Dewey thought that we should not be concerned about knowledge as unchanging, absolute truths, but on the contrary, knowledge will change and adjust according to new physical and social problems and circumstances. In conclusion, the researcher induces three core meanings from Dewey’s epistemology, namely, continuity, the reflective thinking, and sociality. Finally, the researcher uses the three core meanings to reflect on curriculum and offer suggestions to curriculum designers, teachers, and students.