Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge. To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself withthe master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

The knowledge-creating company

The concept that any person, who wishes to assume the role of being a student, has a right to learning opportunities is presented and discussed. Disadvantageous situations involving students occur regularly in Pharmaceutical education. Proactive policies aid procedures need to be developed and implemented to provide advantares in those instances where students already are placed at a disadvantage. Providing ethical and cross-cultural experiences in the curriculum, and in the educational institution as a whole, are imperative more important, our values and beliefs regarding the interrelated, yet distinct, notions of higher education, professional license, and occupational employmint need to be clarified and understood by those involved in the educational process.

The Right to Learn

This paper explores how action research theories and practices are remodelled in local contexts and used to support educational reform. From an analysis of 46 publications from the period 2000–2008, five ‘variations’ in the globalized theory and practice of action research are identified: action research in times of political upheaval and transition; action research as a state‐sponsored means of reforming schooling; co‐option of action research by Western governments and school systems to control teachers; action research as a university‐led reform movement; and action research as locally‐sponsored systemic reform sustained over time. A common feature in these ‘variations’ of action research is the importance each demonstrates of working towards a resolution of the impetus for action with the reflective process of inquiry and knowledge generation, to generate new practices. The paper also offers a framework to enable the analysis of how action research differs in local settings within and across national ...

Action research for educational reform: remodelling action research theories and practices in local contexts

La investigación-acción en educación

Comprender y transformar la enseñanza

La cultura escolar en la sociedad neoliberal

espanolEl presente articulo, transcripcion directa de la conferencia desarrollada en el Congreso Internacional sobre la investigacion Accion aplicada al diseno y desarrollo curricular, que tuvo lugar en Valladolid en Noviembre de 1990, se propone considerar la importancia de los principios basicos que orientan la Investigacion/Accion para el desarrollo de innovaciones curriculares. Se concibe el curriculum como la cultura (contenidos y experiencias) que los alumnos y los adultos viven, experimentan, reproducen y transforman en el aula y en la escuela. La calidad educativa de tales experiencias e intercambios dependen del grado en que logren provocar en el alumno, el aprendizaje relevante, es decir, la reconstruccion reflexiva de sus conocimientos, formas de sentir y modos de actuar. Con el proposito de clarificar estos procesos se analizan y relaciona los conceptos de cultura publica, cultura academica y cultura experiencial, asi como los de memoria semantica academica y memoria semantica experiencial. La reflexion, la cooperacion, el debate y la participacion real de los alumnos en la creacion y desarrollo de espacios de significados compartidos son principios de la I/A imprescindibles para facilitar experiencias relevantes de aprendizaje. EnglishIn this article I propose to consider the relevance of the basic issues of Action/Research as principles to guide curriculum innovations and development. Curriculum is defined as the culture (contents and experiences) children and adults live and experiment in the classroom. The culture they reproduce as well as they transform in their School live. The educational quality of this experiences and interchanges is related with the possibiilty of produce the relevant learning in the pupil's mind. This is, with the reconstruction of their knowledge, their filings and their ways of behavior. With this porpose on mind the concepts of public culture, academic, culture, and experiential culture are analyzed and related, as well as those of academic semantic memory and experiential semantic memory. Reflection, cooperation, public contrast and dialog, and actual participation of pupils in the development process of a cooperative and share meaning area are the most important issues of the action research to produce relevant learning experiences

https://dialnet.unirioja.es/descarga/articulo/117731.pdf

Investigación/acción y curriculum

The present article puts forward the need to reconceptualize and reformulate the theorical and practical components in Teacher Education in the light of the new educational demands within the information and uncertainty society, the national and international research in the field, and the international experiences within the last decade. Training in practical thinking, in basic profesional competences and qualities, requires the opening to new epistemological conceptions in which the relationship between theory and practice becomes complex in a

https://dialnet.unirioja.es/descarga/articulo/3276044.pdf

Angel Ignacio Pérez Gómez

Papers

La investigación-acción en educación

Comprender y transformar la enseñanza

La cultura escolar en la sociedad neoliberal

Investigación/acción y curriculum

Aprender a educar: Nuevos desafíos para la formación de docentes