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 culture of education

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

The cultural origins of human cognition

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Cognition In The Wild

A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conc...

Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy

We introduce here a special issue of this journal on the theme of ‘Conceptual Metaphor and Embodied Cognition in Science Learning'. The idea for this issue grew out of a symposium that we organized...

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Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to Special Issue.

Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the fram ...

/pdf/arrow-of-time-metaphorical-construals-of-entropy-and-the-3qyzx7ylye.pdf

Arrow of Time: Metaphorical Construals of Entropy and the Second Law of Thermodynamics.

Integration of technology, social learning and scientific models offers pedagogical opportunities for science education A particularly interesting area is thermal science, where students often str 

/pdf/taking-on-the-heat-a-narrative-account-of-how-infrared-1sdfimx2kr.pdf

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, stud ...

/pdf/collaborative-and-self-generated-analogies-in-science-41lq0gm41z.pdf

Jesper Haglund

Papers

Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy

Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to Special Issue.

Arrow of Time: Metaphorical Construals of Entropy and the Second Law of Thermodynamics.

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Collaborative and self-generated analogies in science education