Colin J. Laine

Bio: Colin J. Laine is an academic researcher. The author has contributed to research in topics: Continuum (design consultancy). The author has an hindex of 1, co-authored 1 publications receiving 2 citations.

经验与教育 = Experience and education

Abstract: 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.

Diversity in domains of development: Research findings and their implications for gifted identification and programming

Abstract: A domain‐specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely‐used categorical model. A research project is described which involved administering several measures in three different domains—Linguistic, Logical/Mathematical, and Social/Emotional—to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, and which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students’ diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain.