This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

这项研究探讨了第一次世界大战前后约翰杜威的教育理念的作用。第一次世界大战之前，杜威的教育理念强调学习者的个性化和社会化发展，儿童教育的重要性以及鼓励采取多样化和创造性的教育措施。尽管这些观点在第一次世界大战后并未发生重大变化，但杜威还是反思了教育与社会生活之间的联系，以使教师能够履行其社会责任，并将各种社会问题纳入教学体系中，以激发孩子的兴趣并养成探索经验的习惯。这项研究得出的结论是，民主教育可以使儿童参与解决问题的过程，不断使用实际的社会问题可以增强儿童的民主素养，