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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

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.

A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the the idea of a university is one book that we really recommend you to read, to get more solutions in solving this problem.

The idea of a university

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Closing of the American Mind

El texto que presentamos esta estructurado en dos partes. La primera trata de las funciones que se le atribuyen en nuestros dias a la universidad, y que emergen de los debates cada vez mas frecuentes en torno al tema; entre ellas destacamos las que a nuestro juicio nos parecen mas importantes y que deberian abordarse con prontitud. En la segunda parte subrayamos la necesidad de elaborar una propuesta de formacion en valores eticos para la educacion superior en sociedades plurales, orientada a la creacion de una ciudadania interesada en profundizar los estilos de vida basados en valores democraticos y en construir una sociedad mas equitativa. En ella planteamos un modelo de aprendizaje etico que tanto en su dimension teorica como practica, pretende dar respuestas y ofrecer pautas para la formacion en valores en el mundo universitario.

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La universidad como espacio de aprendizaje ético

El numero 29 de la Revista Iberoamericana de Educacion**, correspondiente a los meses de mayoagosto de 2002, esta dedicado en su integridad al tema de ETICA Y FORMACION UNIVERSITARIA, con autores tan importantes como Adela Cortina, entre otros. En este espacio me quiero ocupar del articulo titulado la Universidad como espacio de aprendizaje etico, de los profesores Miquel Martinez Martin, Maria Rosa Buxarrais Estrada y Francisco Esteban Bara***. Me propongo extractar, sin cambiar palabras y mucho menos ideas, lo que me ha parecido fundamental de este ensayo de 21 paginas, con el objeto de amplificar el mensaje que creo de la mayor importancia y actualidad. (Las palabras entre parentesis son conectores introducidos para mantener la continuidad del texto).

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RESUMEN: En el presente trabajo tratamos de abrir nuevos caminos de reflexion a uno de los temas menos atendidos en el discurso contemporaneo sobre la Educacion Superior: el desarrollo etico de los estudiantes universitarios. Y es que, sorprendentemente, la formacion etica de nuestros estudiantes parece haber sido olvidada y desatendida pedagogicamente hablando. Tanto es asi, que tenemos la sensacion de que la relacion entre ensenanza universitaria y aprendizaje etico se caracteriza por la casualidad, por el mero azar. Dicho esto, y a sabiendas de la necesidad que conlleva el siglo XXI de que dicha relacion sea algo mas que una casualidad, tratamos de aclarar lo que entendemos por aprendizaje etico asi como las condiciones del contexto universitario que podrian facilitar dicho aprendizaje. ABSTRACT: This article discusses one of the most disregarded topics in the contemporary debate about Higher Education: the ethic development of students. Surprisingly enough, from an educational perspective, this issue seems to have been ignored. So much so, that the sensation is that the relationship between university education and ethical development is considered a mere coincidence. Given the importance of this issue in the 21st Century, the aim of this article is to clarify the concept of ethical development, as well as the factors and circumstances that facilitate its growth. SOMMAIRE: Avec ce travail, nous essayons d'ouvrir de nouvelles voies de reflexion sur l'un des themes les moins etudies du discours contemporain sur l'Education Superieure: le developpement ethique des etudiants universitaires. En effet, il est surprenant que la formation ethique et morale de nos etudiants semble avoir ete oubliee et non traitee pedagogiquement parlant. Et ce, a tel point, que nous avons la sensation que la relation entre enseignement universitaire et apprentissage ethique se caracterise par le hasard, par le pur hasard. Ceci dit, connaissant la necessite, qu'entraine le XXI siecle, que cette relation soit plus qu'un hasard, nous essayons d'eclaircir ce que l'on entend par apprentissage ethique et aussi par les conditions du contexte universitaire que pourraient faciliter le dit apprentissage.

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El aprendizaje ético y la formación universitaria: más allá de la casualidad

What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more sp...

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Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education

reista esañola de pegogía yar LX X V I, n . 2 6 9 , an u ay-A p il 2 0 1 8 , 8 5 -1 0 0 Abstract: Kohlberg’s theory about the develop‐ ment of moral judgement is regarded as be‐ ing very important in educational practice. This article addresses his legacy and his influence in the current educational setting, especially at university level. It will also try to note possible criticisms and misinterpre‐ tations of his ideas. To this end, relevant literature relating to the author will be an‐ alysed and discussed. There are two areas of the current university pedagogical model that draw on Kohlberg as a source: an in‐ crease in methodologies that address ethi‐ cal dilemmas and the idea of bringing the university closer to reality, promoting it as a community service. The article concludes with a discussion of possible deficiencies resulting from Kohlberg’s theories. Areas discussed include the current approach to university education in terms of compe‐ tencies, the pursuit of utility as a trend in university pedagogy, and the importance of understanding cultural formation linked to moral education and the vital system of community ideas.

Francisco Esteban Bara

Papers

La universidad como espacio de aprendizaje ético

La universidad como espacio de aprendizaje ético

El aprendizaje ético y la formación universitaria: más allá de la casualidad

Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education

Kohlberg’s moral education proposal and its legacy at university: present and future