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.

Pedagogia do Oprimido

In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Time and Narrative

Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Teletandem is a virtual autonomous VoIP 2 technology-based context (webcam images, voice and text). Within this context, two students help each other learn their native (or other) language through intercultural and linguistic collaboration. Performative Theory can shed light on the constitution of these students' national identities, as they engage in linguistic performances of marking and discussing differences between their countries during teletandem. Based on critical approaches to discourse and intercultural communication, my analysis shows that this online intercultural contact opens innovative possibi- lities for foreign language teachers to promote intercultural contact with "the different". However, without teacher mediation, teletandem interactions may fall into shallow performances of sedimented and pre-given representations of self and other. Subsequently, this article concludes with a discussion of relevant pedagogical points for foreign language teachers.

/pdf/teletandem-and-performativity-4c3e4kd2y3.pdf

Teletandem and performativity

This paper reports on a study conducted with female pre-service teachers along the four years of their undergraduate program with major in Portuguese and a Foreign Language (English, Spanish, Italian, Japanese, French or German). The objective was to examine the metaphors, rules of practice and principles that they brought to their process of reflection upon their professional development. I have also identified the roles of these elements in their individual processes of developing their professional identity as teachers. The results were a set of written biographical stories (sources of experiences) in which the participants base themselves to constitute their professional identities as teachers of foreign languages. Within this process, they were able to construct meaningful connections between the theoretical aspects of readings that were undertaken during the research period and the many marking events of their oral narratives about their professional development. The association of the various aspects of their personal stories with the theoretical issues that were discussed during the research reveals processes of professional identity construction as teachers of foreign languages.

/pdf/reflexao-e-identidade-profissional-do-professor-de-le-que-qipl0z5dxt.pdf

Reflexão e identidade profissional do professor de LE: que histórias contam os futuros professores?

Do we really need a webcam? - the uses that foreign language students make out of webcam images during teletandem sessions

In this paper, I introduce the theoretical and epistemological bases of Narrative Inquiry in close association with a recent trend in the area of teacher education curriculum called Arts-Based Teacher Educational Research. These alternative methodological paradigms are important to the area of Applied Linguistics and language studies, not only because stories are both the method and the object of investigation, but also because Narrative Inquiry and Arts-Based Educational Research are concerned with new forms of knowledge representation drawn from research practiced in our schools and language clasrooms. O depart from the origins of Narrative Inquiry and explore one of its epistemological axis - the teacher's personal practical knowledge and its compnentes. Later, I discuss the instruments for and procedures of collection and reflection upon de documentary materials (stories, poems, drawings, painting, photographers, memory boxes, objects, etc.). Finally, I conclude with a few examples to ilustrate this mode of inquiry.

/pdf/a-trajetoria-narrativa-historias-sobre-a-formacao-do-4fyiw26ebg.pdf

A trajetória narrativa: Histórias sobre a formação do professor de línguas e sua práticca pedagógica

Teletandem is a telecollaborative learning context that involves pairs ofnative (or competent) speakers of different languages. Using Skype, eachparticipant plays the role of learner for half an hour by speaking andpracticing the language of his partner. This paper focuses on a teletandeminteraction between two university students – one Brazilian and oneAmerican. In the fi rst part, we sustain our proposition that the teletandemparticipants share information regarding the respective cultures. In thesecond part, we present fi ve dimensions of the concept of culture, defi necultural learning and propose a unit of analysis for interpreting the data– the culture-related episode. Finally, we suggest guidelines for furtherresearch related to the learning of languages and cultures in onlinecollaborative contexts.

/pdf/teletandem-e-episodios-relacionados-a-cultura-1uz755pn67.pdf

João A. Telles

Papers

Teletandem and performativity

Reflexão e identidade profissional do professor de LE: que histórias contam os futuros professores?

Do we really need a webcam? - the uses that foreign language students make out of webcam images during teletandem sessions

A trajetória narrativa: Histórias sobre a formação do professor de línguas e sua práticca pedagógica

Teletandem e episódios relacionados a cultura