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

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.

The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions. This article presents the results of a broad literature review. The review identifies the relevant literature on key competencies in sustainability; synthesizes the substantive contributions in a coherent framework of sustainability research and problem-solving competence; and addresses critical gaps in the conceptualization of key competencies in sustainability. Insights from this study lay the groundwork for institutional advancements in designing and revising academic programs; teaching and learning evaluations; as well as hiring and training faculty and staff.

http://reforma.fen.uchile.cl/Papers/Key%20Competences%20in%20Sustainability%20Framework%20-%20Wiek,%20Withycombe,%20Redman.pdf

Key competencies in sustainability: a reference framework for academic program development

Where's the Learning in Service-Learning?

Purpose – Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities.Design/methodology/approach – The paper summarizes key competencies in sustainability, identifies criteria for real‐world learning opportunities in sustainability programs, and draws on dominant real‐world learning models including project‐ and problem‐based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real‐world learning opportunities.Findings – A “functional and progressive” model of real‐world learning opportunities seems most conducive to introduce students (as wel...

Real‐world learning opportunities in sustainability: from classroom into the real world

– The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re‐envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart – balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL)., – Theoretically, TSL grew from traditions of sustainability education and transformative education. Practically, TSL emerged from experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability‐oriented higher education. Primarily through action research, these community‐based, applied learning experiences constituted cyclical processes of innovation, implementation and reflection., – The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place‐based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL., – By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education.

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to SA was conducted. Faculty from colleges and universities across the US were surveyed. Participants suggested that students needed knowledge of natural and social science disciplines relating to the agri-food system. In addition, stakeholders suggested students learn through experiences that link the classroom to field work, engaging a broad range of actors within applied settings. Stakeholders also emphasized the need for interdisciplinary and applied scholarship. Additionally, they proposed a range of teaching and learning approaches, including many practical experiences. Given the diverse suggestions of content knowledge and means of producing knowledge, the survey presented unique challenges and called into question the epistemological and pedagogical norms currently found in land grant colleges of agriculture. This study has implications for land grant universities seeking to develop undergraduate curriculum appropriate to the field of SA.

/pdf/designing-sustainable-agriculture-education-academics-46xhrsqofj.pdf

Designing sustainable agriculture education: Academics’ suggestions for an undergraduate curriculum at a land grant university

Introduction The Action Learning form of Experiential Learning stipulates learning be achieved through actions oriented toward enabling individual or societal change. Here, we situate Action Learning within a larger exploration of Experiential Learning and argue that Sustainable Agriculture (SA) education aligns best with Action Learning. While more traditional experiential learning generally follows a pattern: an impulse to do/learn something, an experience, reflection on that experience, formation of cognitive generalizations, and repetition of the same or similar experience in light of one's newfound knowledge, Action Learning formalizes the reflection process by organizing learners into groups, or sets. Members of Action Learning sets challenge one another to question their assumptions as they reflect on their experiences. This critical self-reflection is essential to transform learning beyond what is already known. The prescribed nature of the reflection process means that individuals don't usually use Action Learning in their daily lives and that it is rarely used to teach college students despite being an ideal approach to teaching agricultural sustainability. Learning Sustainable Agriculture (SA) requires more than mastery of the technical agronomic knowledge and skills to grow crops (Parr et al., 2007, Francis et al., 2001). Students of SA study ways to create a food, fiber and fodder system that is environmentally safe, socially just and economically viable and does not limit the options of future generations (Lieblein et al., 2000). To think and act against the prevailing industrial paradigm of profits at any social or ecological cost, SA students find themselves questioning the attitudes and assumptions about agriculture with they were raised and which are still predominant (Bawden, 2000). For learners to question their own assumptions and world-views they must experience a change of heart (affective learning) in addition to developing increased knowledge (cognitive learning) and skills (psychomotor learning) (Sipos, et al., 2008). Requisite for the affective dimension of learning is for learners to care about the world and their place in it (Dewey, 1997). Gruenewald argues, “places are fundamentally pedagogical because they are contexts for human perception and for participation with the phenomenal, ecological, and cultural world” (2003, p. 645). To achieve a place-based agricultural education, “it is not just the content of the [agriculture] curricula that needs to be changed, but also the way students are taught” (McRae, 1989 p. 200). Key SA education stakeholders agree that in addition to being placebased SA education needs to be interdisciplinary and experiential (Parr, et al, 2007, Karsten and Risius, 2006). Engaging with the three domains of learning, including cognitive, affective and psychomotor – or head, heart and hands – may enable transformative experiences and learning (Sipos, et al., 2008). In particular, integrating these domains of learning may ultimately lead to perspective transformation: the process of questioning and adjusting one's world-view in light of newfound knowledge (Mezirow, 1995), and/or transformation of the behavioral domain: the interaction of cognitive, affective and psychomotor learning that shapes the way one behaves (Hauenstein, 1998). One learning model that holds promise for providing students with place-based, transformative, experiential learning in agriculture at the college level is Action Learning (McGill & Brockbank, 2004). The balance of this paper situates college-sponsored Action Learning historically and within related experiential learning theories by first exploring a general framework for understanding experiential learning and then taking a more specific look at Action Learning. Our central argument is that Action Learning is an ideal approach to SA education, but one that will require significant, although not unprecedented, changes to college curricula. Foundational to contemporary understandings of the process of experiential learning are Jean Piaget, An Overview of Experiential Learning

Bryce T. Battisti

Papers

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Designing sustainable agriculture education: Academics’ suggestions for an undergraduate curriculum at a land grant university

Action Learning for Sustainable Agriculture: Transformation through Guided Reflection