자연주의적 탐구조사(Naturalistic Inquiry)

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

The power of feedback.

The culture of education

Affirming Diversity: The Sociopolitical Context of Multicultural Education

'And as I go, I love to sing': the Happy Wanderers, music and positive aging

In multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclus...

Engaging, Exploring, and Experiencing Multicultural Music in Australian Music Teacher Education: The Changing Landscape of Multicultural Music Education

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005–2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to ‘...

‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity

A place for singing: Active music engagement by older Chinese Australians

Recently, in Australia both the National Review of School Music Education and The Australian Curriculum identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised as a tool. In comparison, contemporary Australian information and computer technology (ICT) curricula appear to have a very different understanding of how technology can enhance learning in the arts, specifically music. Through a comparison of the Australian States and Territories Years 7-10 curricular guidelines this article compares understandings in the two domains - ICT and the arts (particularly music). The different perspectives on the use of technology in music education can be seen as either using technology as a tool to support instruction in drill-like programs or as a platform for collaborative and creative learning that resonates with students in Australian music classrooms.

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Jane Elizabeth Southcott

Papers

'And as I go, I love to sing': the Happy Wanderers, music and positive aging

Engaging, Exploring, and Experiencing Multicultural Music in Australian Music Teacher Education: The Changing Landscape of Multicultural Music Education

‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity

A place for singing: Active music engagement by older Chinese Australians

The Intersections of Curriculum Development: Music, ICT and Australian Music Education.