{
  "uid": "SL-0488",
  "personId": "sl-0488",
  "name": "约翰·杜威",
  "version": "V2研究贡献账",
  "scopeNote": "本轮仅列反思探究程序及有限实验学校工作模型两项；不把所有科学方法或后世进步教育效果归给杜威。民主教育准则暂缓独立计分，其他生涯成果未穷尽，未覆盖不等于零。量级与归功为可修订研究判断，非全生涯总评。",
  "items": [
    {
      "id": "OUT-SL0488-1910-1916-REFLECTIVE-INQUIRY-EDUCATION",
      "title": "由疑难到检验的反思探究程序及其教育条件",
      "year": "1910–1916",
      "M": "5.8",
      "mReason": "这是跨学科、可迁移且持续进入教育与探究讨论的一般问题—检验程序，并把认知步骤转成可实施的教学条件，终端功能高于单一课堂技巧或局部课程方案。中心高于孔子提示类推/因材回应教学方法M5.4和Slavin结构化合作学习M5.2；低于Mill归纳、因果与科学方法体系M6.1，因为Dewey候选没有覆盖完整逻辑/因果规则，也排除了后世所有探究教学实现。与Aristotle演绎系统M7相比，其形式覆盖、基础性和跨领域证明约束更窄。M5.6/6.0是范围敏感性，不是名望换算或史实置信区间。",
      "aReason": "Dewey对两部本人著作中的程序综合和教育规格承担最大单一形成责任，取0.42；但SEP把其成熟思想置于Peirce、James、Hegel、Darwin和实验心理学交叉前史中，科学探究与教育方法本身也显著先于Dewey，因此前史合计0.48并留0.10未解析。42%是可审查暂估，不是文献直接给出的比例。",
      "budget": [
        {
          "actor": "约翰·杜威",
          "actorId": "SL-0488",
          "type": "PERSON",
          "share": "0.42",
          "role": "完成五阶段反思分析、迁移/实验要求及其教育条件的连贯著述综合。"
        },
        {
          "actor": "实用主义与功能心理学前史池",
          "actorId": "DEWEY-INQUIRY::PRAGMATISM-AND-FUNCTIONAL-PSYCHOLOGY-PREDECESSOR-POOL",
          "type": "PREDECESSOR_POOL",
          "share": "0.23",
          "role": "Current evidence supports mixed pragmatic and functional-psychology inputs, not direct personal allocation of combined tradition shares to Peirce or James."
        },
        {
          "actor": "黑格尔、达尔文与实验心理学的综合前史池",
          "actorId": "DEWEY-INQUIRY::HEGEL-DARWIN-EXPERIMENTAL-PSYCHOLOGY-POOL",
          "type": "PREDECESSOR_POOL",
          "share": "0.15",
          "role": "SEP识别的整体经验、适应与实验心理学输入；证据不足以逐人精切。"
        },
        {
          "actor": "传入的科学探究与教育方法传统",
          "actorId": "DEWEY-INQUIRY::TRANSMITTED-SCIENTIFIC-AND-EDUCATIONAL-METHODS",
          "type": "PREDECESSOR_POOL",
          "share": "0.10",
          "role": "承接并非由Dewey发明的问题提出、推理、观察、实验和教学方法前史。"
        },
        {
          "actor": "未解析形成责任",
          "actorId": "DEWEY-INQUIRY::UNALLOCATED-FORMATION",
          "type": "UNALLOCATED",
          "share": "0.10",
          "role": "保留未核直接讨论者、编辑性输入和无法从有限来源恢复的形成责任；不设纯出版必得份额。"
        }
      ],
      "overlapNote": "本项只领取一般反思探究结构和教育条件。Lab School运行、职业活动课程的工作模型、教师团队交付及民主教育社会准则不在本项重复生Q。",
      "missing": "量级与归功均为有界研究暂估，非历史精确比例；未覆盖的生涯成果不等于零。",
      "sources": [
        {
          "sourceId": "DEWEY-1910-HOW-WE-THINK",
          "citation": "John Dewey, How We Think (1910), especially the definition and five steps of reflective thought and the discussion of experimental testing.",
          "url": "https://www.gutenberg.org/cache/epub/37423/pg37423-images.html",
          "layer": "Primary authored book; Project Gutenberg transcription",
          "actualRead": "Full HTML opened; five-step passage returned in source search; lines 805–809 read on applying principles to new situations and experimental testing; lines 940–949 read on perplexity, meaning and reflection.",
          "supports": "A concrete reflective-inquiry function: felt difficulty, definition, possible solution, reasoning through consequences, and observation/experiment that accepts or rejects it; transfer to new cases is part of completion.",
          "doesNotSupport": "Does not prove Dewey invented every component of scientific inquiry, that the five steps are always linear, or that all later inquiry-based learning belongs to him.",
          "label": "John Dewey, How We Think (1910), especially the definition and five steps of reflective thought and the discussion of experimental testing.",
          "note": "A concrete reflective-inquiry function: felt difficulty, definition, possible solution, reasoning through consequences, and observation/experiment that accepts or rejects it; transfer to new cases is part of completion. Limits: Does not prove Dewey invented every component of scientific inquiry, that the five steps are always linear, or that all later inquiry-based learning belongs to him."
        },
        {
          "sourceId": "DEWEY-1916-DEMOCRACY-AND-EDUCATION",
          "citation": "John Dewey, Democracy and Education (1916), chapters 7 and 11–13.",
          "url": "https://dev.gutenberg.org/cache/epub/852/pg852-images.html",
          "layer": "Primary authored book; Project Gutenberg transcription",
          "actualRead": "Title/author and table of contents lines 0–134; chapter 7 lines 646 and 661–662; experience and reflection lines 990–992; chapter 12 summary lines 1135–1137; method discussion lines 1141–1167.",
          "supports": "Two bounded functions: democratic association judged by shared interests and freer interaction/readjustment among groups; educative experience organized around a real activity and problem, relevant observations, developed suggestions, and application tests.",
          "doesNotSupport": "Does not by itself prove nationwide school reform, institutional adoption, improved outcomes, or sole formation of progressive education. Its inquiry passages overlap How We Think and are merged into one candidate.",
          "label": "John Dewey, Democracy and Education (1916), chapters 7 and 11–13.",
          "note": "Two bounded functions: democratic association judged by shared interests and freer interaction/readjustment among groups; educative experience organized around a real activity and problem, relevant observations, developed suggestions, and application tests. Limits: Does not by itself prove nationwide school reform, institutional adoption, improved outcomes, or sole formation of progressive education. Its inquiry passages overlap How We Think and are merged into one candidate."
        },
        {
          "sourceId": "SEP-JOHN-DEWEY-2024",
          "url": "https://plato.stanford.edu/entries/dewey/",
          "actualRead": "lines 12–24, 77–95 and 359; 2024 substantive revision",
          "supports": "Peirce/James/Hegel/Darwin/experimental psychology prehistory; Chicago functionalist group; Alice principal 1896–1904; Addams debt; Dewey's educational inquiry synthesis.",
          "doesNotSupport": "No numeric shares, no proof that Dewey alone formed pragmatism or Lab School, and no item-by-item modern outcome magnitude.",
          "label": "Stanford Encyclopedia of Philosophy: John Dewey (2024 revision)",
          "note": "Peirce/James/Hegel/Darwin/experimental psychology prehistory; Chicago functionalist group; Alice principal 1896–1904; Addams debt; Dewey's educational inquiry synthesis. Limits: No numeric shares, no proof that Dewey alone formed pragmatism or Lab School, and no item-by-item modern outcome magnitude."
        }
      ],
      "summary": "将含混疑难转为可界定问题，提出可能解法、推演其含义，并以观察、实验或新情境应用作检验；同时给出让学习者在真实活动中承担观察、发展建议和检验责任的教育条件。",
      "status": "缺证暂估",
      "share": "0.42",
      "exactLight": "333.1978585841982308676856787912829316873634653373034194787760503131213928204247657487800057758199168",
      "light": "333.197859",
      "standaloneScore": "5.05",
      "lightSharePercent": "81.6152"
    },
    {
      "id": "OUT-SL0488-1896-1904-LAB-SCHOOL-OCCUPATION-CURRICULUM",
      "title": "以社会性职业活动组织课程的实验学校工作模型",
      "year": "1896–1904",
      "M": "4.8",
      "mReason": "该对象把抽象教育主张交付为持续数年的真实学校、课程组织和可观察工作模型，超过纯讲演或单个课堂示例；但候选只含一个有限规模学校及其1896–1904工作，不把后世扩散和现代成果纳入。中心与Horace Mann公共教育论证M4.8同档，低于其学校调查M5.1、Slavin合作学习设计M5.2及更广制度组织；高于Aristotle吕克昂共同体M4.0和Plato学园M4.2的当前有限共同体锚，因为本项有明确课程操作、儿童群体和实验目标。差异来自功能覆盖与交付形态，不按学校人数机械定M。",
      "aReason": "Dewey的创办、课程方向与公开阐释使其为最大具名单一形成者，但SEP明确Alice 1896–1904任校长，原典也以‘we’报告学校并记录教师团队/资源增长，芝大档案显示校方控制、资金与行政冲突均是项目条件。因此Dewey只取0.30，Alice和教师团队合计0.38，已记录的大学建制与行政交付0.12，前史0.10，未知0.10。",
      "budget": [
        {
          "actor": "约翰·杜威",
          "actorId": "SL-0488",
          "type": "PERSON",
          "share": "0.30",
          "role": "创办/组织实验方向、阐明课程原则并报告工作模型；不等同日常全部运行。"
        },
        {
          "actor": "Alice Chipman Dewey",
          "actorId": "PERSON-ALICE-CHIPMAN-DEWEY",
          "type": "PERSON",
          "share": "0.20",
          "role": "1896–1904担任校长并承担学校日常领导；SEP明确其职位，具体内部贡献仍未穷尽。"
        },
        {
          "actor": "Laboratory School教师与课程实施团队",
          "actorId": "DEWEY-LAB::TEACHERS-AND-CURRICULUM-TEAM",
          "type": "TEAM",
          "share": "0.18",
          "role": "承担课堂设计、儿童指导、观察与课程实现；不能因Dewey署名讲演而抹去。"
        },
        {
          "actor": "芝加哥大学与Harper的学校建制及行政交付",
          "actorId": "DEWEY-LAB::UNIVERSITY-HARPER-ESTABLISHMENT",
          "type": "INSTITUTION_AND_ADMINISTRATION_POOL",
          "share": "0.12",
          "role": "仅计已记录的学校建制、筹资与行政交付；不含未核家长、泛物质条件、声望或后世传播。"
        },
        {
          "actor": "前行的儿童活动、实践艺术与进步教育传统",
          "actorId": "DEWEY-LAB::PRIOR-ACTIVITY-EDUCATION-TRADITIONS",
          "type": "PREDECESSOR_POOL",
          "share": "0.10",
          "role": "承接Dewey以前的活动教育、实践艺术和儿童发展方法；本轮不凭概述精切到个人。"
        },
        {
          "actor": "未解析共同形成责任",
          "actorId": "DEWEY-LAB::UNALLOCATED-COLLECTIVE-FORMATION",
          "type": "UNALLOCATED",
          "share": "0.10",
          "role": "保留未核教师、行政、课程材料和其他协作者责任。"
        }
      ],
      "overlapNote": "只计有限学校工作模型和职业活动课程服务。一般反思探究程序已由第一候选领取；后世学校采纳、现代Lab School和进步教育运动不在本项。",
      "missing": "量级与归功均为有界研究暂估，非历史精确比例；未覆盖的生涯成果不等于零。",
      "sources": [
        {
          "sourceId": "DEWEY-1899-SCHOOL-AND-SOCIETY",
          "citation": "John Dewey, The School and Society (lectures including the 1899 report on the University Elementary School), especially the occupation-centered curriculum and experimental-school account.",
          "url": "https://whatschoolsforget.wordpress.com/wp-content/uploads/2025/04/1899-dewey-the-school-and-society.pdf",
          "layer": "Primary authored lectures/report in a modern public scan",
          "actualRead": "PDF pages 14–16, lines 139–144, 175–177, 208–230 and 264–272 on occupations; pages 25–28, lines 837–875 and 948–956 on the working model, experimental scope, school growth and curriculum examples.",
          "supports": "A practice-linked curriculum design: occupations serve as organizing centers connecting materials, science, history and social responsibility; Dewey describes the school as a working model and reports direct participation in its experiment.",
          "doesNotSupport": "Does not make Dewey sole implementer, does not show mass-scale replication, and explicitly says a working model is not something to copy literally.",
          "label": "John Dewey, The School and Society (lectures including the 1899 report on the University Elementary School), especially the occupation-centered curriculum and experimental-school account.",
          "note": "A practice-linked curriculum design: occupations serve as organizing centers connecting materials, science, history and social responsibility; Dewey describes the school as a working model and reports direct participation in its experiment. Limits: Does not make Dewey sole implementer, does not show mass-scale replication, and explicitly says a working model is not something to copy literally."
        },
        {
          "sourceId": "SEP-JOHN-DEWEY-2024",
          "url": "https://plato.stanford.edu/entries/dewey/",
          "actualRead": "lines 12–24, 77–95 and 359; 2024 substantive revision",
          "supports": "Peirce/James/Hegel/Darwin/experimental psychology prehistory; Chicago functionalist group; Alice principal 1896–1904; Addams debt; Dewey's educational inquiry synthesis.",
          "doesNotSupport": "No numeric shares, no proof that Dewey alone formed pragmatism or Lab School, and no item-by-item modern outcome magnitude.",
          "label": "Stanford Encyclopedia of Philosophy: John Dewey (2024 revision)",
          "note": "Peirce/James/Hegel/Darwin/experimental psychology prehistory; Chicago functionalist group; Alice principal 1896–1904; Addams debt; Dewey's educational inquiry synthesis. Limits: No numeric shares, no proof that Dewey alone formed pragmatism or Lab School, and no item-by-item modern outcome magnitude."
        },
        {
          "sourceId": "UCHICAGO-CENTENNIAL-DEWEY-PHILOSOPHY-EDUCATION",
          "url": "https://www.lib.uchicago.edu/collex/exhibits/university-chicago-centennial-catalogues/university-chicago-faculty-centennial-view/john-dewey-1858-1952-philosophy-and-education/",
          "actualRead": "lines 112–125",
          "supports": "Dewey's school establishment and curriculum direction; University/Harper administrative conditions; Alice principal dispute; concrete weaving, woodworking, sculpture and garden/classroom experience.",
          "doesNotSupport": "Institutional retrospective cannot allocate precise shares or prove all later progressive education effects.",
          "label": "University of Chicago Library: John Dewey, Philosophy and Education",
          "note": "Dewey's school establishment and curriculum direction; University/Harper administrative conditions; Alice principal dispute; concrete weaving, woodworking, sculpture and garden/classroom experience. Limits: Institutional retrospective cannot allocate precise shares or prove all later progressive education effects."
        }
      ],
      "summary": "在University Elementary/Laboratory School中，以烹饪、编织、木工等社会性活动为课程连接点，将材料、科学、历史、共同责任与连续学习组织为有限工作模型，并用学校实践检验其可行性。",
      "status": "缺证暂估",
      "share": "0.30",
      "exactLight": "75.05659294528740333255096203397982182475554302347426286039665262724729743170683925361553026633390877",
      "light": "75.056593",
      "standaloneScore": "3.76",
      "lightSharePercent": "18.3848"
    }
  ],
  "provisionalCount": 2,
  "exactTotalLight": "408.2544515294856342002366408252627535121190083607776823391727029403686902521316050023955360421538256",
  "totalLight": "408.254452",
  "exactScore": "5.223986824007554068675779987014076774788669797232467005736109153885074522482611444600589369779652158",
  "displayScore": "5.22",
  "updatedAt": "2026-09-17",
  "formula": {
    "q": "Q = 10^(M/2) − 1",
    "light": "Lᵢ = aᵢ × Qᵢ",
    "total": "L = Σ Lᵢ",
    "score": "S = 2 × log₁₀(1 + L)"
  },
  "exclusions": [
    {
      "id": "DEWEY-DEMOCRATIC-CRITERION",
      "title": "民主教育社会准则",
      "reason": "文本归属清楚，但独立终端功能与现有教育项的重叠未隔离，暂缓独立计分，不代表零价值。"
    },
    {
      "id": "DEWEY-OTHER-WORKS",
      "title": "其他哲学、伦理、政治、美学与后期探究成果",
      "reason": "尚未逐族核验，不由当前两项代表全部生涯，未覆盖不等于零。"
    },
    {
      "id": "DEWEY-LATER-EDUCATION",
      "title": "后世进步教育运动与全部课堂效果",
      "reason": "后世采纳、改造、推广及其效果不能全部回归杜威；实验学校项也不重复领取反思探究项的同一课堂认知效果。"
    }
  ],
  "rank": 145
}