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

In \"The Company We Keep\", Wayne C. Booth argues for the relocation of ethics to the center of our engagement with literature. But the questions he asks are not confined to morality. Returning ethics to its root sense, Booth proposes that the ethical critic will be interested in any effect on the ethos, the total character or quality of tellers and listeners. Ethical criticism will risk talking about the quality of this particular encounter with this particular work. Yet it will give up the old hope for definitive judgments of 'good' work and 'bad'. Rather it will be a conversation about many kinds of personal and social goods that fictions can serve or destroy. While not ignoring the consequences for conduct of engaging with powerful stories, it will attend to that more immediate topic, What happens to us as we read? Who am I, during the hours of reading or listening? What is the quality of the life I lead in the company of these would-be friends? Through a wide variety of periods and genres and scores of particular works, Booth pursues various metaphors for such engagements: 'friendship with books', 'the exchange of gifts', 'the colonizing of worlds', 'the constitution of commonwealths'. He concludes with extended explorations of the ethical powers and potential dangers of works by Rabelais, D. H. Lawrence, Jane Austen, and Mark Twain.

The Company We Keep: An Ethics of Fiction

Midwest Studies in Philosophy, Truth and its Deformities

Pulitzer Prize-winning novelist Toni Morrison provides a personal inquiry into the significance of African-American literary imagination. Her goal, she states at the outset, is to \"put forth an argument for extending the study of American literature\". Author of \"Beloved\", \"The Bluest Eye\", \"Song of Solomon\", and other vivid portrayals of black American experience, Morrison ponders the effect that living in a historically racialized society has had on American writing in the 19th and 20th centuries. She argues that race has become a metaphor, a way of referring to forces, events, and forms of social decay, economic division, and human panic. Her argument is that the central characteristics of American literature - individualism, masculinity, the insistence upon innocence coupled to an obsession with figurations of death and hell - are responses to a dark and abiding Africanist presence.

Playing in the Dark: Whiteness and the Literary Imagination.

The Poetics of Biblical Narrative: Ideological Literature and the Drama of Reading

Philip Roth’s 2004 novel The Plot Against America famously imagines what America might have been like had the aviator Charles Lindbergh, a Nazi sympathizer, won the 1940 election for President of the United States. That alternate history is focalized through the experiences of Roth as a young boy – or those that the authoras-character has conceived within this radically altered world, with the real-world Holocaust as backdrop. By identifying a genuine counter-historical potentiality – one that is grounded in actual anti-Semitic insecurities that prevailed at the time, even in the relatively tranquil American context – Roth’s counter-narrative reimagines his actual past by redefining the significance of his identity as a Jew. At the same time, rather than presenting a portrait of “the American Jewish experience” of the period by conceptualizing Jews and Jewish experience monolithically, Roth manages to embrace the complexities and ambiguities of his search for krter a ademisk academic quarter Volume 17 24 “Memoir” as Counter-Narrative Howard Sklar self-definition, of which his Jewishness remains an enigmatic but essential part.

Howard Sklar

Papers

“Memoir” as Counter-Narrative: Reimagining the Self in Roth’s The Plot Against America

A Modest Proposal in The Gentleman's Magazine: Making Sense of a Peculiar 18th-Century Advertisement

Reimagining the Teaching of Secondary English