杜威（John Dewey）社會控制觀的班級經營蘊義

Abstract

本研究旨在探討美國教育哲學家杜威（John Dewey）的社會控制觀，及其對班級經營的重要蘊義，因此先釐清實際教學現場中，班級經營於班級常規與紀律議題上所遭遇的困境，接續透過理解杜威所處的時代背景，以及其教育信念的兩大教育支柱與三大核心思想，來辨明此三項關鍵因素，如何影響杜威形塑其獨有的社會控制主張。

緊接著深入分析杜威的社會控制觀，明白其內涵具有科學思維、集體智慧與自我控制等三項概念，並發現社會控制的成就在於理智自由的展現，使人能藉由自我控制來依循社會共同利益，形塑出一種保障個人自由發展的社會性約束。

綜合前述研究，從學校、教師與學生等三個校內角色，說明學校應扮演安排情境的規劃者與給予輔助的支持者，教師必須作為帶領學生掌握理智的探究能力、投身於共同生活的引導者，學生則要成為積極、主動投入教育活動的參與者，以協助杜威的社會控制觀實踐於班級經營之中。

最後依據研究成果，分別提出相關省思，以及對後續研究的建議。

The purpose of this study is to examine the American educational philosopher John Dewey’s perspective on social control, and its implications for classroom management. This study first tries to clarify the problems of classroom rules and discipline in classroom management. How Dewey developed the theory of social control will be examined in historical context, and in terms of his educational beliefs, and his educational theories.

With the perspective of social control examined more thoroughly, it will be clearer that the perspective of social control includes scientific thinking, collective intelligence and self-control. The success of social control is determined by the intelligence of freedom, which helps people control themselves to adhere to the social common interests, and form the social constraint which is able to ensure individual freedom.

Furthermore, based on the above-mentioned studies, how the role of school, teacher, and student put social control into practice through classroom management will be elaborated. The school should be the planner in terms of arranging the environment and creating atmosphere, and the school is also the supporter for the teachers, students, and the school administrators. The teacher should be the guide to lead students to acquire inquiry skill and to be more involved in associated life. The student should be an active participant in every educational activity.

Finally, according to the result of this study, my reflection and the suggestions for further study will be provided for future research.