（1）研究目的：鑑於正面表述課程理念，以直指應興應革的事項固然重要，然藉由負面陳述導正課程觀念，甚至逕行揭示負面事項，以匡正不當課程觀念，亦具重要意義，因此本研究藉多方文獻探討後確認：Dewey所闡釋之不能見容於一般事理的不當課程觀念，可歸結為外在化的課程、反教育的教學以及不用心的學習三類。本研究目的即於認定這三類不當課程觀念的前提下，針對Dewey就其等所做有關闡釋進行學術評論。另外，本研究並於討論Dewey的闡釋與當前課程實施之間的關聯後，試著推斷Dewey會怎麼看當今臺灣推動的課程改革。
（2）主要理論或概念架構：有鑑於Dewey一向主張自課程的上位概念，亦即從教育的立場出發，採取整體與寬廣的視角看待課程，因而本研究在針對其課程觀念進行概念分析時，即不限於一般內容為考量的課程之本身，而能進一步將課程實施的另兩項要素，亦即教學與學習納入。
（3）研究設計／方法／對象：以Dewey論著及其他文獻為據，本研究採用Dewey未言明但常用的概念分析法，針對三類不當課程觀念做合理、適切與確當的說明和評析；進行概念分析時，並依詮釋循環原理，確實掌握Dewey所做闡釋的意義與真諦。
（4）研究發現或結論：就外在化的課程而言，先後針對其目標與組織進行原因的解析與事實的舉例，並據此確認這大多是因為包括教師在內的成人，在忽略學生的情況下，由外而內所做安排，因而成為Dewey所闡釋的第一項不當課程觀念。就反教育的教學而言，則於闡明Dewey合教育的教學應具有經驗為本、積極參與、學習興趣、反省思考、意義理解等五要件的內涵後，指出不合五要件的灌輸及動物訓練等不當課程觀念依然存在。就Dewey所闡釋的第三項不當課程觀念，亦即不用心的學習而言，先確認用心的學習之要在由誠心入手，次以虛心廣納所學，再以專心持續為之，終以責任心整合之；另並指出有些學生本末倒置，只求迎合教師，卻不認真學習，以致被動接受與機械記憶等學習方式，仍不為鮮見。
（5）理論或實務創見／貢獻／建議：1. 獨特性：至少在中文世界未見與本文選題相同者，一也；在配合Dewey著作電子資料庫的搜尋，因而確保所引用Dewey文字皆真實無誤的前提下，以Dewey未明言的概念分析為方法，說明與評析三類不當課程觀念，二也；配合新近研究文獻，推斷Dewey審慎樂觀以待臺灣推動的課程改革，三也。2. 整合性：以廣義課程概念為本，將Dewey著作中論及課程目標與組織，教學、教導、訓練與灌輸，經驗為本、積極參與、學習興趣、反省思考、意義理解，誠心、虛心、專心、責任心，被動接受、機械記憶等有關概念，加以分析與討論後，並在綜合整理之同時，以負面提示的角度撰成包含課程、教學與學習三類不當課程觀念在內的論文。
(1) Purpose: While it is important to articulate curriculum ideas positively to highlight the issues that should be addressed, it is equally critical to correct curriculum ideas through negative statements, or even to reveal problematic issues to rectify improper views. This article draws on a wide range of literature to confirm that Dewey’s interpretations of improper curriculum ideas which cannot be accommodated in general can be categorized as externalized curricula, mis-educative teaching, and mindless learning. The purpose of this article is to critique Dewey’s interpretations of these three types of improper curricula. In addition, after discussing the relationship between Dewey’s interpretations and current curriculum implementation, this article tries to extrapolate how Dewey views curriculum reform in Taiwan.
(2) Main Theories or Conceptual Frameworks: Dewey consistently advocated for a higher-order conceptualization of the
curriculum, approaching it from an educational standpoint with a holistic and broad perspective. This article, with its conceptual analysis of Dewey’s curriculum theory, does not confine itself solely to the content-based notion of the curriculum. Instead, it extends the scope to incorporate two additional essential elements of curriculum implementation: teaching and learning.
(3) Research Design/Methods/Participants: Based on Dewey’s writings and other related studies, we adopt Dewey’s
unexpressed but commonly used conceptual analysis to provide a reasonable, appropriate, and accurate analysis of three types of improper curriculum ideas. The conceptual analysis is carried out according to the principle of the hermeneutic cycle, so as to accurately grasp the significance and meaning of Dewey’s interpretations.
(4) Research Findings or Conclusions: In the case of an externalized curriculum, the reasons and facts for the curriculum’s goals and organization are analyzed. It is confirmed that most of them are organized from the outside by adults, including teachers, without regard for students, thus representing the first improper curriculum ideas commented on by Dewey. In terms of mis-educative teaching, it is clarified that Dewey’s ideas about educative teaching should emphasize experience-based, active participation, interests in learning, reflective thinking, and understanding of meaning. It is pointed out that miseducative curriculum ideas which do not conform to the five elements still exist. With regard to the third improper curriculum idea commented on by Dewey–mindless learning– it is firstly recognized that mindful learning starts from sincerity, followed by an open mind to learn, then continuation with dedication, and finally integration with responsibility. Some students put the cart before the horse, only seeking to satisfy teachers without serious learning, resulting in passive reception and mechanical memory, which is not uncommon.
(5) Theoretical or Practical Insights/Contributions/Recommendations: 1. The first contribution of this study is its unique perspective. First, there is not yet one previous study, at least in the Chinese-speaking academic world, which shares the same topic as this paper. Second, the study employs conceptual analysis of ideas not explicitly stated by Dewey to explain and critique the three types of improper curriculum concepts, ensuring the authenticity of all cited Dewey texts through verification against electronic databases of his works. Third, the study incorporates recent research literature to infer Dewey’s likely cautious optimism towards Taiwan’s curriculum reform.
2. The other contribution of this study is its integrative methodology. Based on the concept of curriculum in a broad sense, Dewey’s writings on curriculum goals and organization, teaching, instruction, training and indoctrination, experiencebased, active participation, interest in learning, reflective thinking, understanding of meaning, sincerity, open-mindedness, dedication, responsibility, passive reception, and mechanical memory were analyzed and discussed. The synthesized analysis is presented from the perspective of three types of improper ideas, namely curriculum, teaching, and learning.
卯靜儒（主編）（2019）。20年教育改革的昔與今：挑戰與回應。元照。
[Mao, J.-R. (Ed.). (2019). The past and present of 20 years of education reform: Challenges and
responses. Angle.]
石中英（2019）。杜威教育哲學論述的方法。載於張斌賢、劉雲杉（主編），杜威思想
在中國：紀念杜威來華講學100周年（頁221-232）。北京大學出版社。
[Shi, Z.-Y. (2019). On methods in Dewey’s philosophy of education. In B.-X. Zhang & Y.-S.
Liu (Eds.), Dewey’s thought in China: Commemorating the 100th anniversary of Dewey’s
lectures in China (pp. 221-232). Peking University Press.]
朱啟華（2013）。W. Rein理念學說的修正及其教育意義。當代教育季刊，21（1），
1-28。https://doi.org/10.6151/CERQ.2013.2101.01
[Chu, C.-H. (2013). W. Rein’s doctrine of ideas and its implications. Contemporary Educational
Quarterly, 21(1), 1-28. https://doi.org/10.6151/CERQ.2013.2101.01]
吳清山（2022）。十二年國民基本教育。元照。
[Wu, C.-S. (2022). Twelve-year national basic education. Angle.]
吳清山（2024）。邁向十二年國民基本教育2.0的重要課題。教育研究月刊，362，43-
62。https://doi.org/10.53106/168063602024060362003
[Wu, C.-S. (2024). Towards the important issues of the 12-year basic education 2.0. Journal of
Education Research, 362, 43-62. https://doi.org/10.53106/168063602024060362003]
吳靖國（2022）。新課綱為高中教師帶來的教學負荷。臺灣教育評論月刊，11（3），
1-6。
[Wu, C.-K. (2022). The new curriculum brings teaching load to high school teachers. Taiwan
Educational Review Monthly, 11(3), 1-6.]
李奉儒（2019）。P. Freire的批判教學論對於教師實踐教育改革的啟示。載於卯靜儒（主
編），20年教育改革的昔與今：挑戰與回應（頁147-191）。元照。
[Li, F.-J. (2019). P. Freire’s critical pedagogy and its implications for teachers implementing
educational reforms in Taiwan. In J.-R. Mao (Ed.), The past and present of 20 years of
education reform: Challenges and responses (pp. 147-191). Angle.]
李芯（2024，5月30日）。區桂芝：自主學習是失效的學習應暫緩108課綱實施。聯合
報。https://udn.com/news/story/6925/7997924
[Li, X. (2024, May 30). Ou, Gui-zhi: Self-directed learning is ineffective, and the implementation
of the 108 curriculum guidelines should be postponed. United Daily News. https://udn.com/
news/story/6925/7997924]
周淑卿（2015）。治絲益棼的課程政策：十二年國教課綱修訂的紛擾。教育研究月刊，
250，5-17。https://doi.org/10.53106/181653382023091802001
[Chou, S.-C. (2015). The chaotic curriculum policy: The troubles caused by grade 1-12
curriculum guideline making. Journal of Education Research, 250, 5-17. https://doi.org/
10.53106/181653382023091802001]
周淑卿（2019）。教師與學生在課程發展歷程中的處境—系統論與概代重建論的觀
點。載於卯靜儒（主編），20年教育改革的昔與今：挑戰與回應（頁233-257）。元
照。
[Chou, S.-C. (2019). The situation of teachers and students in the curriculum development
process: The perspectives of systems theory and conceptual reconstruction theory. In J.-
R. Mao (Ed.), The past and present of 20 years of education reform: Challenges and
responses (pp. 233-257). Angle.]
林永豐（2017）。論十二年國民基本教育課程總綱學習重點的規劃思維與意涵。課程與
教學，20（1），105-125。https://doi.org/10.6384/CIQ.201701_20(1).0005
[Lin, Y.-F. (2017). A theoretical review of the curriculum guideline for the 12-year basic
education and its progress. Curriculum & Instruction Quarterly, 20(1), 105-125. https://
doi.org/10.6384/CIQ.201701_20(1).0005]
洪詠善（2022）。課綱協作治理的反思與展望。臺灣教育評論月刊，11（10），6-13。
[Hung, Y.-S. (2022). Reflections and prospects on collaborative governance of curriculum
guidelines. Taiwan Educational Review Monthly, 11(10), 6-13.]
洪詠善（2024）。高中自主學習實踐之研究：政策締造觀點。課程與教學，27（2），
133-162。https://doi.org/10.6384/CIQ.202404_27(2).0005
[Hung, Y.-S. (2024). To explore the self-directed learning practice in a general senior high
school: A policy enactment perspective. Curriculum & Instruction Quarterly, 27(2), 133-
162. https://doi.org/10.6384/CIQ.202404_27(2).0005]
草根影響力文教基金會（2023）。「民眾對蔡政府教育政策看法」最新民意調查結果
公布新聞稿暨調查報告。https://twgrassroots.org/site/index.php/component/content/
article/14-roksprocket-mosaic/238-2023-06-16-07-19-16
[Grassroots Influence Cultural and Educational Foundation. (2023). Press release and
survey report on “public opinions on Tsai administration’s education policies”.
https://twgrassroots.org/site/index.php/component/content/article/14-roksprocketmosaic/
238-2023-06-16-07-19-16]
高栢鈴、王耀輝（2023）。新課綱高中多元學習之規劃與實施：以新北市立林口高中為
例。師友，637，44-48。https://doi.org/10.53106/266336712023020637008
[Kao, B.-L., & Wang, Y.-H. (2023). Planning and implementation of diverse learning in high
schools under the new curriculum guidelines: A case study of new Taipei Municipal
Linkou high School. The Educator Bimonthly, 637, 44-48. https://doi.org/10.53106/
266336712023020637008]
高栩嫻、黃博聖（2024）。素養導向教學對國中生之地理科的學習成效、動機與多元
文化素養之影響。教育科學研究期刊，68（4），157-189。https://doi.org/10.6209/
JORIES.202312_68(4).0006
[Kao, H.-H., & Huang, P.-S. (2024). Influence of competence-oriented instruction on the
learning outcomes, motivation, and multicultural literacy of middle school students
learning geography. Journal of Research in Education Sciences, 68(4), 157-189. https://doi.
org/10.6209/JORIES.202312_68(4).0006]
張慶勳（2023）。學習歷程檔案的反思與實踐。臺灣教育評論月刊，12（4），1-13。
[Chang, C.-H. (2023). Reflections and practices on learning portfolio. Taiwan Educational
Review Monthly, 12(4), 1-13.]
張錫勳（2018）。十二年國教普通高中校訂課程的規劃與實施。教育研究月刊，289，
74-91。https://doi.org/10.3966/168063602018050289006
[Chang, H.-H. (2018). Planning and implementation of the school-decided curriculum in regular
high school for the 12-year basic education. Journal of Education Research, 289, 74-91.
https://doi.org/10.3966/168063602018050289006]
教育部（2016）。幼兒園教保活動課程大綱。
[Ministry of Education. (2016). Guidelines for preschool educational activities.]
莊德仁（2018）。從《十二年國民基本教育課程綱要總綱》看高中歷史教學的契機與挑
戰。思與言，56（3），75-125。
[Chuang, T.-J. (2018). Examining the opportunities and challenges of the history teaching in
high schools in the scope of the general program of curriculum guidelines of twelve-year
compulsory education. Thought and Words, 56(3), 75-125.]
許育典、許文耀（2018）。論十二年國教課綱審議程序的正當行政程序要求。當代教育
研究季刊，26（2），1-24。https://doi.org/10.6151/CERQ.201806_26(2).0001
[Hsu, Y.-D., & Hsu, W.-Y. (2018). A study on the legitimate requirements for administrative
due process of the deliberation to the curriculum guidelines of 12-year basic education.
Contemporary Educational Research Quarterly, 26(2), 1-24. https://doi.org/10.6151/
CERQ.201806_26(2).0001]
許藤繼（2022）。十二年國教課綱實施對高中生學習負荷的問題與因應。臺灣教育評論
月刊，11（3），7-13。
[Sheu, T.-J. (2022). Issues and responses to the learning load of high school students under
the implementation of the 12-year national education curriculum guidelines. Taiwan
Educational Review Monthly, 11(3), 7-13.]
陳佩英（主編）（2023）。高優雁行15年：方案的政策學習實錄。教育部國民及學前教
育署。
[Chen, P.-Y. (Ed.). (2023). 15 years of gifted education program: A record of policy learning.
K-12 Education Administration, Ministry of Education.]
陳斐卿（2023）。從教學者為主體到學習者為主體：普通高中校訂必修課程教
師的難題。教育研究與發展期刊，19（2），47-78。https://doi.org/10.6925/
SCJ.202306_19(2).0002
[Chen, F.-C. (2023). Shifting from a teacher-centered system to a learner-centered system:
Dilemmas of teaching compulsory school-developed courses in senior high schools.
Journal of Educational Research and Development, 19(2), 47-78. https://doi.org/10.6925/
SCJ.202306_19(2).0002]
單文經（2020）。在十二年國教課綱「總綱」中遇見杜威。當代教育研究，28（2），
1-29。https://doi.org/10.6151/CERQ.202006_28(2).0001
[Shan, W.-J. (2020). Meeting John Dewey in the directions for curriculum guidelines of 12-yesr
basic education. Contemporary Educational Research Quarterly, 28(2), 1-29. https://doi.
org/10.6151/CERQ.202006_28(2).0001]
單文經（2021）。J. Dewey探究理論與有關教學主張解析。課程與教學，24（2），89-
122。https://doi.org/10.6384/CIQ.202104_24(2).0004
[Shan, W.-J. (2021). An analysis of John Dewey’s theory of inquiry and related thoughts on
teaching. Curriculum & Instruction Quarterly, 24(2), 89-122. https://doi.org/10.6384/
CIQ.202104_24(2).0004]
單文經（2023）。杜威為專題探究課程帶來的理論遺產。教育研究月刊，354，64-82。
https://10.53106/168063602023100354004
[Shan, W.-J. (2023). Dewey’s theoretical legacy to the project-based curriculum. Journal of
Education Research, 354, 64-82. https://10.53106/168063602023100354004]
曾碩彥（2023）。高中優質化方案實施下108課綱普高學生的課程觀點。臺灣教育評論月
刊，12（7），30-37。
[Tseng, S.-Y. (2023). Curriculum perspectives of general high school students under the
implementation of the 108 curriculum guidelines in the high school quality enhancement
program. Taiwan Educational Review , 12(7), 30-37.]
黃政傑（1991）。課程設計。東華。
[Huang, C.-J. (1991). Curriculum design. Dong Hua.]
黃茂在、吳敏而（2016）。探索十二年國教自然科學教科書的設計原則— 以
「熱傳播」單元為例。教科書研究，9（2），69-100。https://doi.org/10.6481/
JTR.201608_9(2).03
[Huang, M.-T., & Wu, M.-E. (2016). Design principles for elementary science textbooks: An
study with a unit on “heat transfer”. Journal of Textbook Research, 9(2), 69-100. https://
doi.org/10.6481/JTR.201608_9(2).03]
楊振昇、白穗儀（2024）。析論十二年國教政策實施高中優質化之成效、困境與因應策
略。教育研究月刊，362，79-90。https://doi.org/10.53106/168063602024060362005
[Yang, C.-S., & Bai, S.-Y. (2024). An analysis of the effectiveness, dilemma and coping
strategies of implementing high school quality plan in the 12-year basic education
policy. Journal of Education Research, 362, 79-90. https://doi.org/10.53106/
168063602024060362005]
葉錫南（2019）。十二年國教英語文教科書之設計與使用。教育研究月刊，303，52-
65。https://doi.org/10.3966/168063602019070303005
[Yeh, H.-N. (2019). Design and use of English textbooks for twelve-year basic
education. Journal of Education Research, 303, 52-65. https://doi.org/10.3966/
168063602019070303005]
甄曉蘭（2019）。新世紀課程改革的挑戰與課程實踐理論的重建。載於卯靜儒（主
編），20年教育改革的昔與今：挑戰與回應（頁57-102）。元照。
[Chen, H.-L. (2019). Challenges of curriculum reform and the reconstruction of practical
theories for curriculum praxis for the 21st century. In J.-R. Mao (Ed.), The past and present
of 20 years of education reform: Challenges and responses (pp. 57-102). Angle.]
潘慧玲、洪瑞璇（2022）。共治共學觀關乎課程變革？教師對十二年國教課綱變革
意向的影響因素。當代教育研究季刊，30（1），1-37。https://doi.org/10.6151/
CERQ.202203_30(1).0001
[Pan, H.-L., & Hung, J.-H. (2022). Do conception of shared decision-making and collective
learning matter in curriculum change? Exploring the influential factors of teachers’ change
intention of the 12-year basic education curriculum guidelines. Contemporary Educational
Research Quarterly, 30(1), 1-37. https://doi.org/10.6151/CERQ.202203_30(1).0001]
蔡盈慈（2023）。高中校訂必修課程的發展與執行杜威教育理念的課程實踐。課程與教
學，26（2），123-148。https://doi.org/10.6384/CIQ.202304_26(2).0005
[Tsai, Y.-T. (2023). Development and implementation of school-developed compulsory course in
high school-curriculum practice based on Dewey’s educational philosophy. Curriculum &
Instruction Quarterly, 26(2), 123-148. https://doi.org/10.6384/CIQ.202304_26(2).0005]
蔡曉楓、單文經（2024）。十二年國民基本教育國語文課綱研修歷程之研究。教育學
刊，62，1-43。https://doi.org/10.53106/156335272024060062001
[Tsai, H.-F., & Shan, W.-J. (2024). Textualization of curriculum guidelines for Mandarin Chinese
language instruction in 12-year basic education. Educational Review, 62, 1-43. https://doi.
org/10.53106/156335272024060062001]
鄭彩鳳（2023）。均等乎？卓越乎？高中優質化政策之評析。臺灣教育評論月刊，12
（7），1-5。
[Cheng, T.-F. (2023). Equality or excellence? An analysis of high school quality enhancement
policies. Taiwan Educational Review Monthly, 12(7), 1-5.]
黎萬紅、盧乃桂（2019）。權力下放與教師的專業自主：港台兩地教育改革的經驗與思
考。載於卯靜儒（主編），20年教育改革的昔與今：挑戰與回應（頁295-328）。元
照。
[Lai, M.-H., & Lo, L. N.-K. (2019). Decentralization and teacher professional autonomyreflection
on the educational reform experiences of Hong Kong and Taiwan. In J.-R. Mao
(Ed.), The past and present of 20 years of education reform: Challenges and responses (pp.
295-328). Angle.]
盧台華、黃彥融、洪瑞成（2016）。十二年國民基本教育課程綱要特色及其在特殊教育
之應用建議。特殊教育季刊，139，1-7。https://doi.org/10.6217/SEQ.2016.139.1-7
[Lu, T.-H., Huang, Y.-R., & Hung, R.-C. (2016). The characteristics of 12-year education
curriculum guide and its application to special education. Special Education Quarterly,
139, 1-7. https://doi.org/10.6217/SEQ.2016.139.1-7]
鍾宜興（2022）。十二年國民基本教育課程綱要「自主學習」概念之釐清與實踐難題之
省思。中等教育，73（2），16-34。https://doi.org/10.6249/SE.202206_73(2).0010
[Chung, Y.-H. (2022). Clarification of the concept of “self-directed learning” and reflection
on practical problems of curriculum guidelines of 12-year basic education. Secondary
Education, 73(2), 16-34. https://doi.org/10.6249/SE.202206_73(2).0010]
簡成熙（2019）。創新教學的哲學省思—從分析到後現代。載於卯靜儒（主編），20
年教育改革的昔與今：挑戰與回應（頁193-232）。元照。
[Chien, C.-H. (2019). Some philosophical reflections on the innovation of teaching methods:
From analytic philosophy to postmodernism. In J.-R. Mao (Ed.), The past and present of
20 years of education reform: Challenges and responses (pp. 193-232). Angle.]
Dewey, J. (1996)。民主與教育（林玉体，譯）。師大書苑。（原著出版於1916）
[Dewey, J. (1996). Democracy and education (Y.-T. Lin, Trans.). Lucky Bookstore. (Original
work published in 1916)]
Bruner, J. (1979). On knowing: Essays for the left hand. Belknap Press of Harvard University
Press. (Original work published 1962)
Dewey, J. (1952). Introduction to The use of resources in education. In E. R. Clapp (Ed.), The
use of resources in education (pp. vii-xi). Harper.
Eames, S. M. (1977). Pragmatic naturalism: An introduction. Southern Illinois University Press.
Fenstermacher, G. D. (2006). Rediscovering the student in Democracy and Education. In D.
Hansen (Ed.), John Dewey and our educational prospect: A critical engagement with
Dewey’s democracy and education (pp. 97-112). State University of New York Press.
Smith, J. E. (1978). Purpose and thought: The meaning of pragmatism. The University of
Chicago Press.
《全集》電子資料庫（出版事項詳見腳注1）
論著類：
Dewey, J. (1881). The metaphysical assumption of materialism. EW1:3-8.
Dewey, J. (1887). Psychology. EW2.
Dewey, J. (1896). The reflex arc concept in psychology. EW5:96-109.
Dewey, J. (1897a). Ethical principles underlying education, EW5:54-83.
Dewey, J. (1897b). The psychological aspects of the school curriculum. EW5:164-176.
Dewey, J. (1899). School and scoiety. MW1:3-109.
Dewey, J. (1900). Psychology and social practice. MW1:131-150.
Dewey, J. (1901a). The educational situation, 1. As concerns the elementary school. MW1:260-
282.
Dewey, J. (1901b). Educational lectures before Brigham Young Academy. LW17:213-347.
Dewey, J. (1902a). Interpretation of savage mind. MW2:39-52.
Dewey, J. (1902b). Child and curriculum. MW2:273-292.
Dewey, J. (1903a). Logical in teaching geometry. MW3:216-228.
Dewey, J. (1903b). Democracy in education. MW3:229-239.
Dewey, J. (1904a). Education, direct and indirect. MW3:240-248.
Dewey, J. (1904b). Significance of the school of education. MW3:273-284.
Dewey, J. (1907-1908). Syllabi: History of education. LW17:161-186.
Dewey, J. (1908). Ethics. MW5.
Dewey, J. (1909). Moral principles in education. MW4:265-291.
Dewey, J. (1910). How we think. MW6:178-356.
Dewey, J. (1911). Contributions to A Cyclopedia of Education, volumes 1 and 2. MW6:357-467.
Dewey, J. (1912-1913). Contributions to A Cyclopedia of Education. Volumes 3, 4, and 5.
MW7:209-365.
Dewey, J. (1913). Interest and effort in education. MW7:153-197.
Dewey, J. (1916). Democracy and education. MW9.
Dewey, J. (1917a). Learning to earn: The place of vocational education in a comprehensive
scheme of public education. MW10:144-150.
Dewey, J. (1917b). Public education on trial. MW10:173-177.
Dewey, J. (1918). Education and social direction. MW11:54-57.
Dewey, J. (1920). Reconstruction in philosophy. MW12:79-201.
Dewey, J. (1921). Contribution to Encyclopedia and Dictionary of Education. MW13:398-405.
Dewey, J. (1922). Syllabus: Types of philosophic thought, Part II: Modern reflective experience.
MW13:372-395.
Dewey, J. (1925). Experience and nature. LW1.
Dewey, J. (1926a). Individuality and experience. LW2:55-61.
Dewey, J. (1926b). Mexico’s educational renaissance. LW2:199-205.
Dewey, J. (1928). Impressions of Soviet Russia. LW3:203-250.
Dewey, J. (1929). Question for certainty. LW4.
Dewey, J. (1930). The duties and responsibilities of the teaching profession. LW5:326-330.
Dewey, J. (1931a). The way out of educational confusion. LW6: 75-89.
Dewey, J. (1931b). Teachers as citizens. LW6:433-435.
Dewey, J. (1932). Discussion of “Freedom, in relation to culture, social planning, and
leadership.” LW6:142-145.
Dewey, J. (1933a). Contributions to The educational frontier, The social-economic situation and
education. LW8:34-76.
Dewey, J. (1933b). How we think. LW8:107-352.
Dewey, J. (1933c). Why have progressive schools? LW9:147-157.
Dewey, J. (1934a). A common faith. LW9:3-58.
Dewey, J. (1934b). Education for a changing social order. LW9:158-168.
Dewey, J. (1934c). Education and the social order. LW9:175-185.
Dewey, J. (1934d). Character training for youth. LW9:186-193.
Dewey, J. (1934e). Art as experience. LW10.
Dewey, J. (1935). The crucial role of intelligence. LW11:342-344.
Dewey, J. (1936). The Dewey school: Appendix 2. The theory of the Chicago experiment.
LW11:202-215. 211.
Dewey, J. (1937a). What is learning? LW11:238-242.
Dewey, J. (1937b). Education and social change. LW11:408-417.
Dewey, J. (1937c). The forward view: A free teacher in a free society, by John Dewey and
Goodwin Watson. LW11:535-547.
Dewey, J. (1937d). Panel discussion: Education today. LW11:567-580.
Dewey, J. (1938a). Logic. LW12.
Dewey, J. (1938b). Experience and education. LW13:3-63.
Dewey, J. (1938c). Unity of science as a social problem. LW13:271-280.
Dewey, J. (1939). The unity of the human being. LW13:323-337.
Dewey, J. (1940). Lectures, Philosophy s131: Educational implications of current philosophical
issues. SV1:101-128.
Dewey, J. (1941). The philosophy of Whitehead. LW14:123-140.
Dewey, J. (1946). Knowing and the known. LW16: 3-294.
Dewey, J. (1951). Introduction to William Heard Kilpatrick: Trail blazer in education. LW17:52-
56.
論著類各卷導讀：
Boydstone, J. (1976). Textual commentary. MW1:362-382.
Murphey, M. G. (1983). Introduction. MW13:ix-xxiii.
Ross, R. (1982). Introduction. MW12:ix-xxi.
Sidorsky, D. (1984). Introduction. LW3:ix-xxxiii.
Stevenson, C. (1978). MW5:ix-xxxiv.
信函類：
1949.10.20 (11524): Felix Frankfurter to Dewey 90th Birthday Committee. Volume 3: 1940-
1953.
第七十一輯．第一期（Open Access） - 2025-03-31
.png)
