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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2026年04期

页码:

129-143

栏目:

教育思想与理论

出版日期:

2026-08-20

文章信息/Info

Title:

Problem Solving as Aesthetic Experience Formation: A Reinterpretation of Dewey’s Five Steps of Inquiry

作者:

吴月竹 彭正梅

华东师范大学 国际与比较教育研究所

Author(s):

WU Yue-zhu PENG Zheng-mei

Institute of International and Comparative Education, East China Normal University

关键词:

杜威; 审美经验; 问题解决; 探究五步法

Keywords:

Dewey;  aesthetic experience;  problem solving;  ?ve steps of inquiry

分类号:

G40－09

DOI:

10.14138/j.1001-4519.2026.04.012915

文献标志码:

A

摘要:

杜威研究较少将其审美经验论与探究理论置于同一经验生成过程之中加以理解，由此也使杜威式教育实践中的审美维度容易被遮蔽。杜威对探究理论的阐释表明，问题解决过程呈现出与审美经验生成相通的结构。由此，审美经验作为最具教育性的经验，可以为重新阐释杜威“探究五步法”提供重要视角。在此视角下，以“探究五步法”为线索，可以挖掘出问题解决全程的情感与审美因素：问题情境是个体审美性成长的必要条件；情感动机产生于问题提出并贯穿问题解决全程；想象及其理智作用是假设和推论的关键要素；以共同体为单位解决关于共同体的问题是问题解决的行动载体。通过审美经验论与探究理论的相互阐明，“教育即生长”的内涵得以深化：问题解决不只是认知程序或技术训练，而是个体在知、情、意、行的整体调动中实现经验重组、人格成长和共同生活改善的过程。总的来说，杜威审美经验论不仅对杜威整个思想体系都有着回溯性的解释力，培养审美的个体更是杜威教育的终极追求。而在现代教育中，结合T4C模式和马克思创造性劳动观，可以说明审美化的问题解决如何在教育实践中转化为完整经验、创造成果和公共行动。

Abstract:

Existing studies on Dewey have rarely examined his theories of aesthetic experience and inquiry within a single process of experience formation, which, in turn, has made the aesthetic dimension of Deweyan educational practice easy to overlook. Dewey’s account of inquiry suggests that the process of problemsolving presents a structure parallel to the formation of aesthetic experience. As the most educative form of experience, aesthetic experience therefore provides an important perspective for reinterpreting Dewey’s “?ve phases of inquiry.” From this perspective, the ?ve phases of inquiry reveal the emotional and aesthetic elements that run through the whole process of problem solving: the problematic situation is a necessary condition for the individual’s aesthetic growth; emotional motivation arises from the posing of the problem and persists throughout the whole process of problem solving; imagination and its intellectual function are key elements in hypothesis and inference; and solving problems concerning the community with the community as the unit of action serves as the practical vehicle of problem solving. Through the mutual elucidation of the theory of aesthetic experience and the theory of inquiry, the meaning of e“ducation as growth” is deepened: problem solving is not merely a cognitive procedure or a form of technical training, but a process in which individuals achieve the reorganization of experience, personality growth, and the improvement of common life through the integrated mobilization of knowing, feeling, willing, and acting. Overall, Dewey’s theory of aesthetic experience not only has retrospective explanatory power for his entire system of thought, but even further,cultivating aesthetic individuals is indeed the ultimate pursuit of Deweyan education. In modern education,the T4C model and Marx’s conception of creative labor can explain how aestheticized problem-solving is transformed in educational practice into complete experience, creative outcomes, and public action.

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更新日期/Last Update: 2026-08-20