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

After virtue, a study in moral theory

Discourse in the Novel

The Righteous Mind: Why Good People Are Divided by Politics and Religion Jonathan Haidt Pantheon Books, 2012One has likely heard that, for the sake of decorum, religion and politics should never be topics of conversation with strangers. Even amongst friends or even when it is known that others hold opposing political or religious views, why is it that discussion of religion and politics leads to visceral-level acrimony and that one's views are right and the other's views are wrong? Professor Jonathan Haidt of the University of Virginia examines the psychological basis of our "righteous minds" without resorting to any of the pejorative labeling that is usually found in a book on politics and religion and eschews a purely comparative approach. Haidt proposes the intriguing hypothesis that our visceral reaction to competing ideologies is a subconscious, rather than leaned, reaction that evolved over human evolution to innate senses of suffering, fairness, cheating and disease, and that moral foundations facilitated intra-group cooperation which in turn conferred survival advantages over other groups. These psychological mechanisms are genetic in origin and not necessarily amenable to rational and voluntary control - this is in part the reason debating one's ideological opposite more often leads to frustration rather than understanding. Haidt also suggests that morality is based on six "psychological systems" or foundations (Moral Foundations Theory), similar to the hypothesized adaptive mental modules which evolved to solve specific problems of survival in the human ancestral environment.While decorum pleads for more civility, it would be better, as Haidt suggests, dragging the issue of partisan politics out into the open in order to understand it and work around our righteous minds. Haidt suggests a few methods by which the level of rhetoric in American politics can be reduced, such that the political parties can at least be cordial as they have been in the past and work together to solve truly pressing social problems.There are a number of fascinating points raised in the current book, but most intriguing is the one that morality, ideology and religion are products of group selection, as adaptations that increased individual cooperation and suppressed selfishness, thereby increasing individual loyalty to the group. That morality, political ideology and religion buttress group survival is probably highly intuitive. However, given the contemporary focus on the individual as the source of adaptations, to the exclusion of all else, to suggest that adaptations such as religion and political ideology arose to enhance survival of groups is heresy or, as Haidt recounts, "foolishness". While previous rejection of group selection itself was due in part to conceptual issues, one could also point out the prevailing individualist social sentiment, "selfish gene" mentality and unrelenting hostility against those who supported the view that group selection did indeed apply to humans and not just to insects. Haidt gives a lengthy and convincing defense of group selection, his main point being that humans can pursue self- interest at the same time they promote self-interest within a group setting - humans are "90 percent chimp, 10 percent bees". One can readily observe in the news and entertainment mediate that religion is a frequent target of derision, even within the scientific community - Haidt points to the strident contempt that the "New Atheists" hold for religion. They claim that religion is purely a by-product of an adaptive psychological trait and as a mere by-product religion serves no useful purpose. However, the religious "sense" has somehow managed to persist in the human psyche. One explanation by the New Atheists of how religion propagated itself is that it is a "parasite" or "virus" which latches onto a susceptible host and induces the host to "infect" others. As a "virus" or "parasite" that is merely interested in its own survival, religion causes people to perform behaviors that do not increase their own reproductive fitness and may even be detrimental to survival, but religion spreads nonetheless. …

The Righteous Mind: Why Good People Are Divided by Politics and Religion

In case you might be trying to understand how to have Becoming a Critically Reflective Teacher eBooks, you must go thorough research on well-liked search engines with the keywords and phrases download Edward Buchanan PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free you'll discover an array of websites catering for your requirements. The majority of these internet sites possess a large collection of PDF eBooks which it is possible to use to your advantage.

Becoming a Critically Reflective Teacher

Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a professional identity. The teaching of medical professionalism therefore represents a means to an end.The principles of identity formation that have been articulated in educational psychology and other fields have recently been used to examine the process through which physicians acquire their professional identities. Socialization-with its complex networks of social interaction, role models and mentors, experiential learning, and explicit and tacit knowledge acquisition-influences each learner, causing them to gradually "think, act, and feel like a physician."The authors propose that a principal goal of medical education be the development of a professional identity and that educational strategies be developed to support this new objective. The explicit teaching of professionalism and emphasis on professional behaviors will remain important. However, expanding knowledge of identity formation in medicine and of socialization in the medical environment should lend greater logic and clarity to the educational activities devoted to ensuring that the medical practitioners of the future will possess and demonstrate the qualities of the "good physician."

Reframing medical education to support professional identity formation.

Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As

A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents: A Guide for Medical Educators

Faculty development includes those activities that are designed to renew or assist faculty in their different roles. As such, it encompasses a wide variety of interventions to help individual faculty members improve their skills. However, it can also be used as a tool to engage faculty in the process of institutional change. The Faculty of Medicine at McGill University determined that such a change was necessary to effectively teach and evaluate professionalism at the undergraduate level, and a faculty development program on professionalism helped to bring about the desired curricular change. The authors describe that program to illustrate how faculty development can serve as a useful instrument in the process of change. The ongoing program, established in 1997, consists of medical education rounds and "think tanks" to promote faculty consensus and buy-in, and diverse faculty-wide and departmental workshops to convey core content, examine teaching and evaluation strategies, and promote reflection and self-awareness. To analyze the approach used and the results achieved, the authors applied a well-known model by J.P. Kotter for implementing change that consists of the following phases: establishing a sense of urgency, forming a powerful guiding coalition, creating a vision, communicating the vision, empowering others to act on the vision, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. The authors hope that their school's experience will be useful to others who seek institutional change via faculty development.

Faculty development as an instrument of change: a case study on teaching professionalism.

Context The banner of patient-centredness flies over many academic institutions; however, the practice and teaching of medicine remain oriented to disease. This incongruence is the result of an original Flexnerian dichotomy between the basic and clinical sciences and is maintained by a more recent distinction between disease and illness. One mind-set emphasises basic science and pathology pegadogically, whilst clinical medicine becomes a search for disease. The second introduces the patient as the focal point, underlining the personal and social contexts of illness.



Response at a conceptual level  We must orient ourselves to a single central theme, namely, the well-being of the individual patient. Doing so does not deny the importance of the scientific understanding of biological function. Indeed, recent advances in genetics may permit a richer view of the individual as a unique product of genetic, developmental and experiential forces. The foregoing provide a coherent framework for a scientifically guided and humanistic medicine, which replaces the false dichotomies that have plagued medical school curricula with a congruent and stereoscopic view of medical education.



Response at a curricular level  We describe an undergraduate programme, entitled ‘Physicianship’, based on the fundamental premise that healing is the doctor’s primary obligation. Explicit training in a specific clinical method, whose cardinal features include observation, attentive listening and clinical reasoning, emphasises the knowledge and skills necessary to effect this theoretical framework. The understanding of illnesses emphasises loss of homeostasis, whereas the physical examination highlights impairments of function. The educational experience is enriched with numerous opportunities for self-reflection.

A healing curriculum

Background: The ability to listen is critically important to many human endeavors and is the object of scholarly inquiry by a large variety of disciplines. While the characteristics of active listening skills in clinical practice have been elucidated previously, a cohesive set of principles to frame the teaching of these skills at the undergraduate medical level has not been described.Aims: The purpose of this study was to identify the principles that underlie the teaching of listening to medical students. We term this capacity, attentive listening.Methods: The authors relied extensively on prior work that clarified how language works in encounters between patients and physicians. They also conducted a review of the applicable medical literature and consulted with experts in applied linguistics and narrative theory.Results: They developed a set of eight core principles of attentive listening. These were then used to design specific teaching modules in the context of curriculum renewal at the Faculty of Me...

J. Donald Boudreau

Papers

Reframing medical education to support professional identity formation.

A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents: A Guide for Medical Educators

Faculty development as an instrument of change: a case study on teaching professionalism.

A healing curriculum

Preparing medical students to become attentive listeners.