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.

Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about infusing technology into the everyday lives of children in schools. In the face of this dramatic uptick in the presence of technology in schools, little attention has been devoted to understanding how this constant exposure to technology is impacting the way students learn and experience the world. Overall, educational scholars and practitioners debate how, not whether, to incorporate the latest technology into schools. The centrality of technology in education rises to the level of technophilia, a world-view that sees all new technology as inherently positive and beneficial to human life. I will argue that the current landscape of educational policy and practice is characterized by a problematic relationship with technology that rises to the level of technophilia, and call for a reassessment of the relationship between education and technology in order to fulfill the demands of a robust, democratic educational program. HUMANIZATION IN THE DIGITAL AGE: A CRITIQUE OF TECHNOPHILIA IN EDUCATION by MORGAN ANDERSON Under the Direction of Deron Boyles

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Humanization in the Digital Age: A Critique of Technophilia in Education

In this article, we first suggest that contemporary school policies and practices represent a utopia-gone-wrong. In striving for an unattainable educational utopia—that is, all students will be proficient in math and reading by 2014—current polices and their resulting practices have brought a classic dystopian turn—the dehumanization of students, teachers, and administrators. We then argue that such a turn can best be seen and then potentially stopped via a complete dystopian theory of education grounded in John Dewey’s radical aesthetics. In utilizing Dewey’s aesthetic theory as a lens of analysis, we argue that this turn toward dystopia is resulting in an increasingly numbing, anaesthetic educational experience at best; and a dehumanizing, violent educational experience at worst. Finally, we briefly ponder an antidote for our dystopian malaise: human love.

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Eric C. Sheffield

Papers

Dystopian Schools: Recovering Dewey's Radical Aesthetics in an Age of Utopia-Gone-Wrong