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

Abstract Outdoor education has a long tradition of using adventurous activities like rock climbing to achieve learning outcomes. Concepts like adventure, perceived risk, and flow have been used to justify the inclusion of these activities. However, the arguments for their inclusion have been eroded in recent decades, leading the authors of this paper to ask: How do students actually experience an activity like rockclimbing? In addition, outdoor activities/sports have often been grouped together, as if they were one activity, rather than distinct activities, that may require specific pedagogic considerations. This paper presents the findings of research into one group of secondary school students and their experiences rock climbing while on an OE camp at Mt Arapiles/ Dyurrite in Victoria, Australia. It re-tells their stories about two climbing contexts - top rope and multi pitch climbing. Data collected through interviews were used to retell the student’s stories about their climbing experiences and inform our analysis of how rockclimbing practices may be modified to better suit evolving ideas within outdoor education. The study highlights the impact that guides have on student’s experiences and the need for program design to be guided by intended learning outcomes. Finally, we recommend more research into students’ lived experiences across the OE curriculum to develop more nuanced outdoor education programs. 

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“Immersed within the rock itself”: Student experiences rock climbing in outdoor education

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Arapiles: A million mountains

<h3>Background</h3> In January 2021, a social worker reported she had experienced religious discrimination from a family member of a patient. A further two recent cases of discrimination against staff had not been recorded or discussed at the weekly incidents meeting. It led to a conversation about how much staff were experiencing discrimination across the London Place without our knowledge. The hospice multidisciplinary team mobilised an anti-discrimination working group to drive change and increase staff support and safety. The working group co-designed a training programme incorporating real life scenarios and actors, to maximise session impact and learning. <h3>Aims</h3> To increase London Place staff’s confidence to 80% in challenging discrimination in the workplace by May 2022. To increase London Place staff’s confidence to 80% in reporting discrimination in the workplace by May 2022. <h3>Methods</h3> Utilising quality improvement methodology (Institute for Healthcare Improvement, 1991), the working group designed a survey which gathered baseline data and input from varying London Place staff grades. Responses helped to shape the training programme. A pilot session informed the working group of required adjustments following participant feedback. Seven training sessions were delivered in all via a mixture of face to face and online formats. Pre- and post- surveys were collected from participants to capture time series, quantitative, and qualitative data regarding staff confidence. Thematic and quantitative data analysis performed. <h3>Results</h3> Aims of the project are on and exceeding target, overall staff confidence in reporting discrimination has risen to 83% and staff confidence in challenging discriminatory behaviour has risen to 80%. Process measure: number of discrimination incidents reported during training period. Outcome measures: pre- and post- training survey responses. <h3>Conclusion</h3> Due to the success of the project, the organisation is adopting the locally developed anti-discrimination training as their standardised national training programme for anti-discrimination. Supporting their goal of becoming an ‘anti-racist’ organisation. 

P-75 Co-designing an anti-discrimination training programme for palliative and end of life care professionals

Outdoor Fieldwork Pedagogies

Outdoor environmental education has the potential to provide meaningful responses to the ecological crises facing our planet and its peoples. However, this will require teachers and leaders with a comprehensive set of knowledges, experiences and skills that are required to provide outdoor experiential programs that can make a difference. In Australia, there has been a strong push to identify and expound a set of threshold concepts that articulates what university outdoor education graduates need to know and be able to do – in order to lead this important work. These threshold concepts have provided an organizing framework for this new book, Outdoor Environmental Education in Higher Education: International Perspectives. This chapter outlines and introduces the following sections of the book: Theoretical foundations and philosophies; Pedagogical approaches and issues; Outdoor environmental education as a social, cultural and environmental endeavour; Advocacy; Safety management; and Professional practice.

Glyn J Thomas

Papers

“Immersed within the rock itself”: Student experiences rock climbing in outdoor education

Arapiles: A million mountains

P-75 Co-designing an anti-discrimination training programme for palliative and end of life care professionals

Outdoor Fieldwork Pedagogies

Preparing Outdoor Educators to Be Transformational Teachers and Leaders