Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

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Cognition In The Wild

Gilles Fauconnier & Mark Turner, " The way we think: conceptual blending and the mind's hidden complexities"

Transforming qualitative data: Description, analysis, and interpretation

/pdf/defying-the-crowd-cultivating-creativity-in-a-culture-of-21o9g85nzm.pdf

Defying the Crowd: Cultivating Creativity in a Culture of Conformity

Examining teacher perceptions of creativity: A systematic review of the literature

Teachers’ implicit understandings of creativity may not align with current research-based understanding of creativity and characteristics associated with creative students. Even teachers who say th...

Teachers’ Perceptions of Creativity in the Classroom

This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.

/pdf/artistic-decision-making-and-implications-for-engaging-27ap4h4o42.pdf

Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes

This article is a review and thematic analysis of the 2014 National Core Arts Standards (NCAS). Historically, there exists a gap between the arts and assessment-based educational practices. Thematic analysis of the NCAS reveals a policy striving to bridge the gap between the way arts educators envision arts in schools, and the current reality of assessment-based schooling in the United States. This policy could become the foundation for the recognition of the arts as academically rigorous subject matter, capable of existing and thriving in an assessment-oriented world; it remains to be seen as to how and if arts educators will use and adapt NCAS. Is the NCAS merely a symbolic policy or does it have the support behind it to be a material policy that truly creates change in the educational system?

Amy Willerson

Papers

Examining teacher perceptions of creativity: A systematic review of the literature

Teachers’ Perceptions of Creativity in the Classroom

Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes

Bridging the gap: How the National Core Arts Standards forge the divide between the arts and assessment-based learning

Creativity Research in Education from 2005-2015: A Systematic Review and Synthesis