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

On death and dying

https://gut.bmj.com/content/gutjnl/45/suppl_2/II1.full.pdf

The functional gastrointestinal disorders and the Rome III process.

We describe a protocol for disclosing unfavorable information—“breaking bad news”—to cancer patients about their illness. Straightforward and practical, the protocol meets the requirements defined by published research on this topic. The protocol (SPIKES) consists of six steps. The goal is to enable the clinician to fulfill the four most important objectives of the interview disclosing bad news: gathering information from the patient, transmitting the medical information, providing support to the patient, and eliciting the patient’s collaboration in developing a strategy or treatment plan for the future. Oncologists, oncology trainees, and medical students who have been taught the protocol have reported increased confidence in their ability to disclose unfavorable medical information to patients. Directions for continuing assessment of the protocol are suggested. The Oncologist 2000;5:302-311

/pdf/spikes-a-six-step-protocol-for-delivering-bad-news-3bcah1imyb.pdf

SPIKES-A six-step protocol for delivering bad news: application to the patient with cancer.

Getting to YES. Negotiating Agreement Without Giving In

ability Coherence and quality of associations VI. Higher cognitive functioning A. Memory B. Attention and concentration C. General information D. Calculation E. Intelligence F. Abstraction G. Judgment

https://www.springer.com/cda/content/document/productFlyer/productFlyer-WEST_978-1-4612-7559-6.pdf?SGWID=0-0-1297-174561716-bookseller

The Medical Interview

The wealth of research reported in the behavioral and social sciences on adult development and adult education has received surprisingly little attention in the growing field of interpersonal communication in the doctor/ patient relationship. This chapter draws the implications of adult educational and developmental theory for the teaching of interpersonal communication skills in medicine. We attend to both the personal and to the educational development of the learner. Our purview includes each stage of growth and development in medical education, from the undergraduate medical curriculum through continuing medical education for physicians in practice.

J. Gregory Carroll

Papers

The Medical Interview

A Developmental Awareness for Teaching Doctor/Patient Communication Skills