我發現，日本東京大學教授佐藤學所提倡的學習共同體理念，在臺灣推動這兩、三年以來，總是有人將其等同於協同學習或是合作學習之類較為狹隘的教學作法。所以，我才在本文就佐藤經常提及的杜威，梳理其有關學習共同體的理念，進行一番追本溯源與闡發解釋的工夫。全文分為八節，前言簡述寫作主旨，第二節說明杜威提出學習共同體理念的緣由與背景，第三及四節分述共同體與社會的不同，以及其良莠標準與發展的層次；第五至七節，則探討杜威在學習、教學與課程三個方面的基本觀點。我在結語指出，學習共同體的理念涉及典範的轉移，而不只是一些方法與技術的枝節異動。此一理想之落實，須由你我開始；是所至盼！

The related ideas of learning community initiated by Professor Manabu Sato, Tokyo University, Japan, have been put into practice in Taiwan for some two or three years. But I found that they have been reduced to a very narrow practice, that is, cooperative learning, by many local educators. This paper aimed at interpreting the theory of learning community of John Dewey that Sato mentioned oftentimes in his work. It was divided into eight sections. A brief introduction and the rationale and background for Dewey's initiation of the theory were presented in the first two sections. The difference between community and society and the criteria to distinguish good from bad community as well as its development levels were delineated in next two sections. From the fifth to seventh sections, Dewey's thoughts on learning, teaching and curriculum were discussed. In the last section, it is argued that the related ideas of learning community are not a side-issue but a task with paradigm shift. And, it is expected that all of us should implement it without hesitation to make it come true.