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

/pdf/a-teachable-moment-a-facilitator-s-guide-to-activities-for-2x5wx6pi6v.pdf

A teachable moment: A facilitator’s guide to activities for processing, debriefing, reviewing, and reflection

This paper focuses on work related stress within the outdoor education profession in Australia, based on the second part of a research project exploring human resource management issues in the Australian outdoor education profession. The first part of the project is described elsewhere (Thomas, 2001) and this paper presents the findings of interviews with ten managers from outdoor education organisations. The time commitments, relationship difficulties, job characteristics and employee preparation, and perceptions of the profession’s value were identified as the main work related stress challenges within the profession. The initiatives being used by managers to mitigate those challenges included building supportive communities, enhancing job satisfaction through improved conditions and benefits, and providing professional development opportunities. An intelligent understanding of the multi-dimensional nature of burnout is needed along with awareness that multi-dimensional problems require multi-dimensional solutions.

Work related stress in the outdoor education profession : a management perspective.

This paper reviews the group counselor education literature and considers implications for the practice of facilitator education. In contrast to the facilitation literature, the literature from the field of group counseling, group psychotherapy, and group work is more explicit about the strategies that can be used to train, develop and educate practitioners in these fields. The use of didactic teaching, observation, experiential participation, and experiential leadership are discussed and implications for facilitator education practice and future research are identified. These include the need to: help emerging facilitators to establish an explicit theoretical orientation; encourage explicit discussion about facilitator education strategies; close the researcher-practitioner gap.

Facilitator education: Learning from group counselor education

In school and university outdoor environmental education programs the practical trips, or fieldwork components, are often the most popular aspects of courses with the students. In courses preparing future outdoor environmental education professionals, fieldwork is a signature pedagogy (Shulman, 2005), meaning it’s one of the “fundamental ways in which future practitioners are educated for their new professions” (p. 52).

Best Practice in Outdoor Environmental Education Fieldwork

A focus on quality assurance of assessment processes in tertiary education within Australia and throughout the world has resulted in a changing landscape of assessment types and grading schemes over the last decade. The use of criteria and standards-based assessment systems are now very commonplace in tertiary education. There are a variety of models now used, but typically they include a criteria sheet and a levelled rubric. An alternative to the traditional matrix-style rubric is the Continua Model of a Guide to Making Judgments (GTMJ). In this paper, we analyse available assessment models and their capacity to guide the marking, grading and moderation of student assessment tasks. We specifically address standards descriptors used to identify the quality expected at each standard. The research was undertaken through a community of practice within the School of Education at a tertiary institution where the collective goal of enhancing assessment grading tools to improve student outcomes was appro...

Glyn J Thomas

Papers

A teachable moment: A facilitator’s guide to activities for processing, debriefing, reviewing, and reflection

Work related stress in the outdoor education profession : a management perspective.

Facilitator education: Learning from group counselor education

Best Practice in Outdoor Environmental Education Fieldwork

Improving the quality of assessment by using a community of practice to explore the optimal construction of assessment rubrics