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

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Social Network Analysis

This study investigated the effects of early-life experiences on an individual's environmental beliefs. Data from a survey of 533 university undergraduate students from 20 areas of academic study were analyzed using sequential regression to determine the degree to which current environmental beliefs could be explained by early childhood experiences. Results showed that four of the seven independent variables (appreciative outdoor activities, consumptive outdoor activities, media exposure, and witnessing negative environmental events) explained 14% of the variance in the eco-centric/anthropocentric beliefs. Three of the independent variables (early-life participation in mechanized outdoor activities, education, and involvement with organizations) were not significant predictors of eco-centric/anthropocentric beliefs. Implications for research and practice were discussed.

Early-Life Outdoor Experiences and an Individual's Environmental Attitudes

Recreation program evaluation efforts historically have focused primarily on the identification of program-specific outcomes rather than focusing on the influence of specific mechanisms of change. The purpose of this study was to begin to examine programs offered by the National Outdoor Leadership School (NOLS) to develop an etiological model of participant development. Hierarchical modeling results identified participant antecedents and malleable program characteristics that predict participant development measured by a set of six targeted outcomes: communication, leadership, small group behavior, judgment in the outdoors, outdoor skills, and environmental awareness. Participants' perceptions of personal empowerment and previous expedition experience were both related to increases in all targeted outcomes. Five other predictor variables were significant in certain models.

Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School

Adventure-based and outdoor experiential programs remain popular for recreational, developmental, and therapeutic uses. Adventure based programs are used in schools, community programs, camps, and corporate settings around the globe. The abundance of affirmative research and evaluation findings supports the notion that these programs have the potential to enact change in participants and groups among a variety of populations and a number of environmental settings (e.g., Hattie, Marsh, Neill, & Richards, 1997; Hans, 2000; Cason & Gillis, 1994). While the preponderance of positive research findings indicates that development (e.g., increases in self-esteem, self-efficacy, trust, group cohesion) through adventure based programs is possible, how and why this development occurs remains less clear. Given the breadth of adventure applications, and the abundance of outcome-based research, it is critical to the continued success of the field that closer examination is afforded to the process behind adventure education and to the identification of specific programmatic and design components that are most critical to fostering developmental outcomes. While many have called for such research (Ewert, 1989; Hanna, 1992; Hattie, et al., 1997; Henderson & Fox, 1994; Kelley, Coursey, & Selby, 1997; Klint, 1999; Scherl 1990; Warner, 1999), few quality studies are available to guide practice, and programming decisions remain largely an enigmatic process based on gut instinct, past experience, and borrowed or untested philosophical understanding or belief. A cadre of philosophers and theoreticians have offered models of the adventure process (e.g., Kiewa, 1994; Luckner & Nadler, 1997; Walsh & Golins, 1976), some of which are largely accepted as doctrine within the industry. For example, the Walsh and Golins model includes a motivated (a) learner or program participant being placed into a prescribed (b) social and (c) physical environment where he or she masters specific (d) problem solving tasks. The course (e) instructor acts as a guide to ensure that the tasks are both authentic and manageable and provides the necessary feedback to aid mastery, which, in turn, leads to participant development (e.g., an increase in self-esteem).' While some readers may argue that this model is atheoretical, it has resonated with practice, a fact to which longevity and popularity attest; it is difficult to find a text on adventure-based programs without the Walsh and Golins citation (e.g., Ewert, 1989; Miles & Priest, 1999; Priest & Gass, 1997). While it is widely accepted that the (a) individual, the (b) social environment, the (c) physical environment, the (d) task structure, and the course (e) instructor are critical to participant development, the interrelationships between these areas remains poorly documented by empirical studies. Research that has addressed the process and programmatic factors related to developmental outcomes has identified several potential areas warranting further investigation. This study focuses on two of these areas: antecedent variables and characteristics of the experience. Antecedent variables are those that the participants bring with them into the program; examples include age, gender, expectations, motivations, past experience, and preexisting beliefs. The characteristics of the experience are the emergent perceptions during the program; examples include perceptions of the social environment, the level of instructor support, and how empowered the students feel during a program. How important these areas are to a program's developmental goals remains largely unknown. While it is commonly believed that programs can be designed for specific goals and objectives, it is possible that each program is too distinctive in nature to offer useful generalizations. Perhaps it is the unique mix of personalities and group specific experiences that enhance or diminish the effectiveness of any given program. …

An empirical look at Walsh and Golins' adventure education process model: relationships between antecedent factors, perceptions of characteristics of an adventure education experience, and changes in self-efficacy.

While much attention has been paid to what students learn in outdoor education settings, little has been paid to the process through which that learning occurs. The purpose of this study was to identify the mechanisms through which students report learning one of six targeted objectives on courses offered by the National Outdoor Leadership School. Results suggested five broad domains through which learning occurs: structure-oriented mechanisms; instructor-oriented mechanisms; student-oriented mechanisms; student- and instructor-oriented mechanisms; and mechanisms that are a result of environmental qualities. The relative importance of each of these domains is discussed, as are recommendations for practice.

Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School

There is an increasing interest in the field of experiential education to move beyond simply documenting the value of experiential education programs and, instead, develop more evidence-based model...

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Jim Sibthorp

Papers

Early-Life Outdoor Experiences and an Individual's Environmental Attitudes

Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School

An empirical look at Walsh and Golins' adventure education process model: relationships between antecedent factors, perceptions of characteristics of an adventure education experience, and changes in self-efficacy.

Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School

Creating Outcomes through Experiential Education: The Challenge of Confounding Variables: