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

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Topological quantum computation has emerged as one of the most exciting approaches to constructing a fault-tolerant quantum computer. The proposal relies on the existence of topological states of matter whose quasiparticle excitations are neither bosons nor fermions, but are particles known as non-Abelian anyons, meaning that they obey non-Abelian braiding statistics. Quantum information is stored in states with multiple quasiparticles, which have a topological degeneracy. The unitary gate operations that are necessary for quantum computation are carried out by braiding quasiparticles and then measuring the multiquasiparticle states. The fault tolerance of a topological quantum computer arises from the nonlocal encoding of the quasiparticle states, which makes them immune to errors caused by local perturbations. To date, the only such topological states thought to have been found in nature are fractional quantum Hall states, most prominently the $\ensuremath{\nu}=5∕2$ state, although several other prospective candidates have been proposed in systems as disparate as ultracold atoms in optical lattices and thin-film superconductors. In this review article, current research in this field is described, focusing on the general theoretical concepts of non-Abelian statistics as it relates to topological quantum computation, on understanding non-Abelian quantum Hall states, on proposed experiments to detect non-Abelian anyons, and on proposed architectures for a topological quantum computer. Both the mathematical underpinnings of topological quantum computation and the physics of the subject are addressed, using the $\ensuremath{\nu}=5∕2$ fractional quantum Hall state as the archetype of a non-Abelian topological state enabling fault-tolerant quantum computation.

Non-Abelian Anyons and Topological Quantum Computation

Topological quantum computation has recently emerged as one of the most exciting approaches to constructing a fault-tolerant quantum computer. The proposal relies on the existence of topological states of matter whose quasiparticle excitations are neither bosons nor fermions, but are particles known as {it Non-Abelian anyons}, meaning that they obey {it non-Abelian braiding statistics}. Quantum information is stored in states with multiple quasiparticles, which have a topological degeneracy. The unitary gate operations which are necessary for quantum computation are carried out by braiding quasiparticles, and then measuring the multi-quasiparticle states. The fault-tolerance of a topological quantum computer arises from the non-local encoding of the states of the quasiparticles, which makes them immune to errors caused by local perturbations. To date, the only such topological states thought to have been found in nature are fractional quantum Hall states, most prominently the nu=5/2 state, although several other prospective candidates have been proposed in systems as disparate as ultra-cold atoms in optical lattices and thin film superconductors. In this review article, we describe current research in this field, focusing on the general theoretical concepts of non-Abelian statistics as it relates to topological quantum computation, on understanding non-Abelian quantum Hall states, on proposed experiments to detect non-Abelian anyons, and on proposed architectures for a topological quantum computer. We address both the mathematical underpinnings of topological quantum computation and the physics of the subject using the nu=5/2 fractional quantum Hall state as the archetype of a non-Abelian topological state enabling fault-tolerant quantum computation.

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

We discuss a research-based theoretical framework based on affect as an internal representational system. Key ideas include the concepts of meta-affect and affective structures, and the constructs of mathematical intimacy and mathematical integrity. We understand these as fundamental to powerful mathematical problem solving, and deserving of closer attention by educators. In a study of elementary school children we characterize some features of emotional states inferred from individual problem solving behavior, including interactions between affect and cognition. We describe our methodology, illustrating theoretical ideas with brief qualitative examples from a longitudinal series of task-based interviews.

Affect and meta-affect in mathematical problem solving: a representational perspective

A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research

Representational systems, learning, and problem solving in mathematics

Beliefs are defined here to be multiply-encoded, internal cognitive/affective configurations, to which the holder attributes truth value of some kind (e.g., empirical truth, validity, or applicability). This chapter offers some theoretical perspectives on mathematical beliefs drawn from analysis of the affective domain, especially the interplay between meta-affect and belief structures in sustaining each other in the individual.

Affect, Meta-Affect, and Mathematical Belief Structures

A recent paper established technical conditions for the construction of a class of induced representations of the nonrelativistic current group SΛK, where S is Schwartz’s space of rapidly decreasing C∞ functions, and K is a group of C∞ diffeomorphisms of Rs. Bose and Fermi N‐particle systems were recovered as unitarily inequivalent induced representations of the group by lifting the action of K on an orbit Δ⊆S′ to its universal covering space δ. For s⩾3, δ is the coordinate space for N particles, which is simply connected. In two‐dimensional space, however, the coordinate space is multiply connected, implying induced representations other than those describing the usual Bose or Fermi statistics; these are explored in the present paper. Likewise the Aharonov–Bohm effect is described by means of induced representations of the local observables, defined in a nonsimply connected region of Rs. The vector potential plays no role in this description of the Aharonov–Bohm effect.

Gerald A. Goldin

Papers

Affect and meta-affect in mathematical problem solving: a representational perspective

A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research

Representational systems, learning, and problem solving in mathematics

Affect, Meta-Affect, and Mathematical Belief Structures

Representations of a local current algebra in nonsimply connected space and the Aharonov–Bohm effect