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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

The Role of Justice in Organizations: A Meta-Analysis

Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Habits of the Heart: Individualism and Commitment in American Life

https://leeds-faculty.colorado.edu/dahe7472/Journal%20of%20Management-2008-Ashforth-325-74.pdf

Identification in Organizations: An Examination of Four Fundamental Questions

Reinvigorating the Study of Vocational Exploration: A Framework for Research

https://isiarticles.com/bundles/Article/pre/pdf/5011.pdf

Toward a relational perspective of the psychology of careers and working: A social constructionist analysis

This article lays the foundations for the notion of exploratory orientation as an educational goal. After reviewing the conceptual roots of exploration, the article examines the essence of the experience of exploration and its developmental benefits. Then, turning to the context of school, the article discusses the mostly implicit role of exploration and of exploratory orientation in a number of perspectives concerned with adaptive student engagement. The article concludes by briefly noting the environmental and instructional practices that could facilitate an exploratory orientation among students, and by calling for further conceptual and empirical work in this domain.

Exploratory Orientation as an Educational Goal

Relational Dimensions in Career Development.

One important goal of scientifi c work in educational psychology is the application of theoretical understanding to educational practice. The domain of motivation is particularly relevant to this goal because it is concerned with the processes underlying the initiation, maintenance, and quality of people ’ s action ( Brophy, 2004 ; Schunk, Pintrich, & Meece, 2008 ; Stipek, 1998 ; Wentzel & Wigfi eld, 2009 ; see Volume 1, Chapter 13, this handbook). Motivation theory and research in educational settings have dealt with a wide range of phenomena, including the intensity and quality of student engagement in schoolwork; learning and performance; offtask behavior such as avoidance of engagement, disruptive behavior, cheating, and procrastination; and teacher satisfaction, engagement in teaching, and burnout ( Schunk et al., 2008 ; Wentzel & Wigfi eld, 2009 ). Hence, the application of motivational theory in educational settings is of much interest to teachers, principals, counselors, psychologists, parents, curriculum designers, and policymakers ( Wentzel & Wigfi eld, 2007 ). However, the application of theoretical understandings to educational practice is not a straightforward affair. There are multiple motivational frameworks, with different underlying assumptions concerning the nature of motivation. Those who seek to apply motivational theory to motivate others must carefully and critically evaluate these assumptions along with their own beliefs, values, and goals and in relation to the particular educational setting because these assumptions have practical as well as moral implications. Moreover, even when a motivational theory has been carefully evaluated and selected, it is very often the case that theory-guided interventions in educational settings encounter obstacles of various sorts and conclude with less-than-optimal results. Indeed, the application of theory to educational practice is itself a motivated action that involves the same complex processes in which it attempts to intervene and hence constitutes a motivational phenomenon worthy of conceptualization and investigation in its own right. Unfortunately, it is not often that motivational theorists, researchers, policymakers, or administrators attend to the systemic motivational implications of the recommendations for applying motivation theory to educational practice ( Urdan & Turner, 2005 ). This inattendance is most clearly the case, for example, when interventions aiming to change instructional practice to promote students ’ motivation disregard the motivation of the school administration and of the teachers who are to implement the new practices. A decade into the 21st century, the relevance of theory-driven motivational recommendations for educational practice is seriously questioned along theoretical, methodological, practical, and moral terms ( Berliner, 2006 ; Blumenfeld, 1992 ; Brophy, 2005 ; Hickey, 2003 ; Turner, 2010 ; Urdan & Turner, 2005 ). As we argue in this chapter, whereas research of the past decades contributed tremendously to the

Hanoch Flum

Papers

Reinvigorating the Study of Vocational Exploration: A Framework for Research

Toward a relational perspective of the psychology of careers and working: A social constructionist analysis

Exploratory Orientation as an Educational Goal

Relational Dimensions in Career Development.

Motivation theory in educational practice: Knowledge claims, challenges, and future directions.