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

The concept of education for the environment is well documented in the literature but is apparently less common in practice. Some of the reasons provided for this rhetoric-reality gap include: the controversial and political nature of the subject, the difficulty of empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation. Advocates of education for the environment encourage teachers to use student centred, experiential approaches yet provide little guidance to teachers on how to effectively utilise these approaches in their programs. There is a growing body of literature in the field of facilitation that is directly applicable to student-centred, experiential, environmental education. This paper will seek to demonstrate the relevance of facilitation skills, knowledge and experience to the effective implementation of education for the environment.

Facilitation in Education for the Environment

In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICTis a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my adaptation of a discovery learning approach that can be used to teach students and participants skills. It ismy premise that both models are theoretically sound in terms of motor skill acquisition theory and the physical education literature on skill instruction. I discuss and critique both models with reference to the theories of motor learning, the stages of skill acquisition, the role of feedback, the characteristics of effective practice, the value of demonstrations, the role of verbal instructions, and experiential Ieaming theory. Finally, I offer some recommendations on how to optimise the effectiveness of skill instruction in outdoor leadership using both models.

Skill Instruction in Outdoor Leadership: A Comparison of a Direct Instruction Model and a Discovery-Learning Model

Any  use or non-use of digital technology in outdoor experiential learning requires critical examination. Digital technology can undermine the aim of being outdoors, but it can also create opportun...

Digital technology and outdoor experiential learning

This paper aims to contribute to on-going discussion about the teaching and learning strategies used in effective outdoor education programmes. A naturalistic inquiry was conducted with two schools...

Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia

This paper reports on an interpretivist research study that sought to articulate the strategies being adopted by selected universities to recruit, teach and retain students from low socio-economic status (SES) backgrounds. The literature is clear that these students face more barriers and fewer encouragers than their peers to engage with higher education and that the institutional habitus of universities, including their pedagogies, does not always work in their favour – creating an impression that they do not belong. Using a naturalistic inquiry approach, 19 semi-structured interviews were conducted with teachers and leaders from 12 Australian universities with a regional focus. Findings suggest that while these universities have successfully developed initiatives to recruit and support students from low SES backgrounds, less attention is being directed to the teaching and learning challenges and opportunities created by increased student diversity. New thinking, effective curricula and pedagogies, and t...

Glyn J Thomas

Papers

Facilitation in Education for the Environment

Skill Instruction in Outdoor Leadership: A Comparison of a Direct Instruction Model and a Discovery-Learning Model

Digital technology and outdoor experiential learning

Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia

Closing the policy–practice gap for low-SES students in higher education: the pedagogical challenge