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.

How we Think

Theory in Practice: Increasing Professional Effectiveness

Organizational learning II: Theory, method and practice

When outdoor educators facilitate experiences with their students, they draw on their expertise to make a range of pedagogical choices about how they teach and lead. Something guides the decisions they make. When an outdoor educator can explain why they chose a particular pedagogical approach they can be described as acting intentionally. Drawing on the work of sociologist Anthony Giddens to explore the theory-practice relationship, intentionality means being able to practice discursively. Research conducted with emerging outdoor educators has found that methodising is common, meaning theory-practice relationships tend to be shallow and theory is only applied in a formulaic fashion. The idea that intuition can guide practice as an alternative to intentionality is critiqued and the limitations of logic and rationality are acknowledged. However, uncritically copying other outdoor educators’ pedagogical practice can lead to ineffectiveness because of incongruencies between our values and beliefs and the pedagogies that are copied. The merits of developing a personal teaching philosophy statement are discussed, and an example of how theory can inform part of that statement is provided. The capacity to practice with intentionality allows emerging outdoor educators to communicate with stakeholders about their practice, improve their self-awareness, and reflect on the way they teach and lead outdoors.

Intentionality for Outdoor Educators

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Is climate change the ‘elephant in the room’ for outdoor environmental education?

Outdoor fieldwork, the purposeful use of an outdoor environment for educational objectives, is a key defining feature of outdoor education; it is what distinguishes it from many other disciplines. To that end, it is important to understand some of the challenges associated with outdoor fieldwork and some potential areas for improvement in practice. This paper draws on a review of the literature across a wide range of disciplines that use outdoor fieldwork such as geography, biology, geology, environmental science, environmental education, and outdoor education. Most programs that develop outdoor educators use outdoor fieldwork extensively, and it is considered to be the signature pedagogy of the profession. It is where outdoor educators learn to be outdoor educators. This chapter focuses on the role and purpose of outdoor fieldwork, organisational challenges, the problem of inertia when it comes to changing practices, common social justice issues and opportunities, and the personal challenges of outdoor fieldwork.

Glyn J Thomas

Papers

Intentionality for Outdoor Educators

Is climate change the ‘elephant in the room’ for outdoor environmental education?

Managing Outdoor Education Fieldwork