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

Three aspects of the self(private, public, collective) with different probabilities in different kinds of social environments were sampled. Three dimensions of cultural variation (individualism--collectivism, tightness-looseness, cultural complexity) are discussed in relation to the sampling of these three aspects of the self. The more complex the culture, the more frequent the sampling of the public and private self and the less frequent the sampling of the collective self. The more individualistic the culture, the more frequent the sampling of the private self and the less frequent the sampling of the collective self. Collectivism, external threat, competition with outgroups, and common fate increase the sampling of the collective self. Cultural homogeneity results in tightness and in the sampling of the collective self. The article outlines theoretical links among aspects of the environment, childrearing patterns, and cultural patterns, which are linked to differential sampling of aspects of the self. Such sampling has implications for social behavior. Empirical investigations of some of these links are reviewed.

The Self and Social Behavior in Differing Cultural Contexts

How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge. To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself withthe master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

The knowledge-creating company

\"What are your assumptions (implicit as well as explicit) about the most effective way to manage people?\" So began Douglas McGregor in this 1960 management classic. It was a seemingly simple question he asked, yet it led to a fundamental revolution in management. Today, with the rise of the global economy, the information revolution, and the growth of knowledge-driven work, McGregor's simple but provocative question continues to resonate-perhaps more powerfully than ever before. Heralded as one of the most important pieces of management literature ever written, a touchstone for scholars and a handbook for practitioners, The Human Side of Enterprise continues to receive the highest accolades nearly half a century after its initial publication. Influencing such major management gurus such as Peter Drucker and Warren Bennis, McGregor's revolutionary Theory Y-which contends that individuals are self-motivated and self-directed-and Theory X-in which employees must be commanded and controlled-has been widely taught in business schools, industrial relations schools, psychology departments, and professional development seminars for over four decades. In this special annotated edition of the worldwide management classic, Joel Cutcher-Gershenfeld, Senior Research Scientist in MIT's Sloan School of Management and Engineering Systems Division, shows us how today's leaders have successfully incorporated McGregor's methods into modern management styles and practices. The added quotes and commentary bring the content right into today's debates and business models. Now more than ever, the timeless wisdom of Douglas McGregor can light the path towards a management style that nurtures leadership capability, creates effective teams, ensures internal alignment, achieves high performance, and cultivates an authentic, value-driven workplace--lessons we all need to learn as we make our way in this brave new world of the 21st century.

The Human Side of Enterprise.

Primarily because of the significant rate and costs of failed international assignments, the attention paid by scholars to the topic of international adjustment has increased recently. Unfortunately, most of the work has been without substantial theoretical grounding. In an effort to move toward a theoretical framework for guiding future research, this article integrates theoretical and empirical work of both the international and the domestic adjustment literatures. This integration provides a more comprehensive framework than might be obtained from either of the literatures alone.

Toward a Comprehensive Model of International Adjustment: An Integration of Multiple Theoretical Perspectives

A review of empirical studies that directly investigated the overseas adjustment of expatriate managers revealed four dimensions that were related to successful expatriate acculturation: (1) the “self-oriented” dimension; (2) the “others-oriented” dimension; (3) the “perceptual” dimension; and (4) the “cultural-toughness” dimension. The study's implications for expatriate selection and training procedures in multinational corporations are discussed.

https://www.jstor.org/stable/pdfplus/258210.pdf

The Dimensions of Expatriate Acculturation: A Review

In order to delineate the current state of the art of overseas relocation programs in US multinational corporations, the extant literature was reviewed in the areas of expatriate personnel selection, training and career-pathing The implications of the study's findings for US MNCs are discussed and recommendations for policy change are offered

Expatriate Selection, Training and Career‐Pathing: A Review and Critique

Purpose – Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership This paper aims to focus on the issuesDesign/methodology/approach – The authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadershipFindings – The domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management Each dimension is characterized by facets that further delineate aspects of intercultural competenceResearch limitations/implications – The domain

Defining the content domain of intercultural competence for global leaders

1. Leadership and the Birth of Global Leadership 2. The Multidisciplinary Roots of Global Leadership 3. An Overview of the Global Leadership Literature 4. Assessing Global Leadership Competencies 5. Process Models of Global Leadership Development 6. Leading Global Teams 7. Global Leadership Knowledge Creation and Transfer 8. Leading Global Change 9. Global Leadership Development: Creating an Organizational Identity

Gary Oddou

Papers

Toward a Comprehensive Model of International Adjustment: An Integration of Multiple Theoretical Perspectives

The Dimensions of Expatriate Acculturation: A Review

Expatriate Selection, Training and Career‐Pathing: A Review and Critique

Defining the content domain of intercultural competence for global leaders

Global Leadership: Research, Practice and Development