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

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Mind, Self and Society from the Standpoint of a Social Behaviorist

Статья посвящена вопросам влияния власти на поведение человека. Авторы рассматривают данные различных источников, в которых увеличение власти связывается с напористостью, а ее уменьшение - с подавленностью. Конкретно, власть ассоциируется с: а) позитивным аффектом; б) вниманием к вознаграждению и к свойствам других, удовлетворяющим личные цели; в) автоматической переработкой информации и резкими суждениями; г) расторможенным социальным поведением. Уменьшение власти, напротив, ассоциируется с: а) негативным аффектом; б) вниманием к угрозам и наказаниям, к интересам других и к тем характеристикам я, которые отвечают целям других; в) контролируемой переработкой информации и совещательным типом рассуждений; г) подавленным социальным поведением. Обсуждаются также последствия этих паттернов поведения, связанных с властью, и потенциальные модераторы.

Power, approach, and inhibition. Власть, напористость и подавленность

BIOMEDICAL RESEARCH POLICY COMMITTEE REPORT WAS PUBLISHED AS A SUPPLEMENT TO THE AUGUSTJOURNAL OF MEDICAL EDUCATION. A REPRINT IS ENCLOSED. REQUESTS FOR ADDITIONAL COPIES SHOULD BE ADDRESSED TO THISOFFICE. -COPIES ARE BEING SENT TO MEMBERS OF CONGRESS AND THE KEY MEMBERS OF THE ADMINISTRATION. CALLING UPON-YOUR SENATORSAND CONGRESSMEN TO TELL THE STORY OF THE ROLE. OF MEDICAL SCHOOLS IN BIOMEDICAL RESEARCH AND HEALTH CARE IS IMPORTANT.I STRONGLY URGE THAT YOU MAKE AN 411 APPOINTMENT TO SEE YOUR CONGRESSIONAL REPRESENTATIVES WHILE YOU ARE IN WASHINGTON FOR THE COUNCIL MEETINGON OCTOBER 29. UPON REQUEST WE CAN SUPPLY THE NAMES OF APPOINTMENT SECRETARIES AND PHONE NUMBERS OF YOUR SENATORS AND CONGRESSMEN. APPROPRIATIONS COMMITTEE ACTED WITH EXTRAORDINARY ALACRITY THIS YEAR. THE-NIH APPROPRIATION WAS INCREASED BY 242 MILLION DOLLARSOVER 1971, REPRESENTING A 142 MILLION DOLLAR INCREASE OVER. THE ADMINISTRATION BUDGET, THE BLUE SHEET ASCRIBES APPROPRIATIONS OUTCOME TO THE EFFECTIVENESS OF THE COALITION FOR HEALTH FUNDING UNDER THE LEADERSHIP OF JOHN A. D. COOPER.

The Association of American Medical Colleges

As organizations become more complex and dynamic, individuals’ ability to learn from experience becomes more important. Recently, the concept of learning agility has attracted considerable attention from human resource professionals and consultants interested in selecting on and developing employees’ ability to learn from experience. However, the academic community has been largely absent from this discussion of learning agility, and the concept remains ill defined and poorly measured. This article presents a constructive critique of the existing literature on learning agility, seeks to clarify the definition and conceptualization of the construct, and situates learning agility within a broader nomological network of related constructs. We conclude by discussing several important directions for future research on learning agility.

/pdf/learning-agility-in-search-of-conceptual-clarity-and-3o43jsue42.pdf

Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding

Vicarious learning—individual learning that occurs through being exposed to and making meaning from another’s experience—has long been recognized as a driver of individual, team, and organizational...

Coactive Vicarious Learning: Towards A Relational Theory of Vicarious Learning in Organizations

This chapter develops a conceptual framework that helps organize and synthesize key insights from the literature on leadership development. In this framework, called PREPARE, the authors call attention to the strategic purpose and desired results of leadership development in organizations. They emphasize how organizations can deliberately and systematically leverage a range of developmental experiences for enhancing the leadership capabilities of individuals, relationships, and collectives. Finally, they highlight how individuals and organizations vary in their approach to and support for leadership development, and how these differences explain variation in leadership development processes and outcomes. As an organizing mechanism for the existing literature, the PREPARE framework advances our understanding of what individuals and organizations can do to develop leadership talent, and highlights important questions for future research.

Leadership development: A review and Agenda for future research.

This paper empirically tests leadership identity construction theory (DeRue & Ashford, 2010), conceptually framing claiming and granting leadership as a negotiated process that influences leadership perceptions and decision-making in interdependent contexts. In Study 1a, an avatar video-based experimental vignette (replicated in Study 1b with a non-video scenario), we found that when a team member accepted an actor's leadership claim, observers' leadership ratings of the actor increased, whereas when the team member rejected the claim, observers' leadership ratings of the fellow team member increased. However, when an actor granted leadership, the fellow team member's response did not influence leadership ratings. Study 2 extended the conceptual model by identifying how claiming and granting influence leadership perceptions – through perceived competence – and when claiming and granting exert greatest influence, finding that women observers vary more in their responses to claiming and granting. The negotiated relational leader identity process ultimately influenced observer decision-making.

The Relational Nature of Leadership Identity Construction: How and When It Influences Perceived Leadership and Decision-Making

Resilience matters now more than ever in healthcare, with the COVID-19 pandemic putting healthcare providers and systems under unprecedented strain. In popular culture and everyday conversation, resilience is often framed as an individual character trait where some people are better able to cope with and bounce back from adversity than others. Research in the management literature highlights that resilience is more complicated than that – it’s not just something you have, it’s something you do. Drawing on research on managing unexpected events, coordinating under challenging conditions, and learning in teams, we distill some counter-intuitive findings about resilience into actionable lessons for healthcare leaders.

https://bmjleader.bmj.com/content/leader/4/3/117.full.pdf

Christopher G. Myers

Papers

Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding

Coactive Vicarious Learning: Towards A Relational Theory of Vicarious Learning in Organizations

Leadership development: A review and Agenda for future research.

The Relational Nature of Leadership Identity Construction: How and When It Influences Perceived Leadership and Decision-Making

Resilience in action: leading for resilience in response to COVID-19