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

Poetic inquiry: Vibrant voices in the social sciences

In this chapter, we explore four particular ways in which innovation has pushed qualitative data collection beyond the familiar focus on face-to-face interviews. We have chosen these methods both for their practicality and because they are tools and techniques we have used ourselves; as committed qualitative researchers, we can attest to their value. First, we identify the way innovation has occurred in response to rapidly changing socio-technological contexts: adaptations and expansions of traditional modes of researching, such as interviewing and focus groups, to utilise the potential of the connected, online worlds we increasingly live in. Second, concurrent with, but not synonymous with, theoretical shifts that have argued against a focus just on ‘the text’, we discuss the blossoming of pluralistic or multi-modal forms of interviewing and focus group research. These two offer examples of how traditionally qualitative methods have expanded beyond their origins; the next two offer examples of techniques which have been released from their quantitative moorings: qualitative surveys offer researchers access to familiar forms of data—personal accounts, perspectives and so on—often conceptualised as ‘representing the self’, somehow; story completion tasks, in contrast, provide something radically different: a window into the social meaning worlds of our participants. Read on—we hope you are inspired!

Innovations in qualitative methods

This decolonizing autoethnography hinges on Sandoval’s (2000) analysis of the metaphor of the mask by Franz Fanon (1967), to explain the different ways in which I understand and conceptualize my EFL teacher educator identity, both before coming to the University of Toronto (from 2011 to 2014) and during the coursework in the Language and Literacies Education program (from 2015 to 2016). Drawing from decolonizing and Indigenous epistemologies, an autoethnographic tapestry is woven to account for such transformations.

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Auto(decolonizing)ethnography of My Academic Selves and Practices

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.

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Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit

Wir haben dieses Editorial geschrieben, indem wir einzeln und gemeinsam die Artikel dieser Schwerpunktausgabe besucht haben, und wir geben es Ihnen als mogliche Landkarte fur Ihre eigene Beschaftigung an die Hand. Wir hoffen, dass es Ihnen dienlich ist als Leseanleitung fur Ihre Lekture, dass Sie oft zu ihm zuruckkehren und von hier wieder zu den einzelnen Artikeln, um dort zu eruieren, was fur Ihre eigene Arbeit nutzlich ist. Wir wunschen Ihnen eine angenehme Reise: Sammeln Sie Souvenirs und vergessen Sie nicht, auch etwas von sich selbst an den besuchten Orten zuruckzulassen.
URN: urn:nbn:de:0114-fqs0802649

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Editorial: Overview of the Performative Social Science Special Issue

In this article, we invite readers into a conversation about ways of being in teaching. Through e ‐ mails, telephone calls, and face ‐ to ‐ face meetings, we use our first conversa ‐ tions with each other as shared moments that we returned to, seeking to better under ‐ stand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities. Key Words: autoethnography, collaborative research, poetic inquiry, teacher educa ‐ tion, writing as research Dans cet article, les auteurs invitent les lecteurs a participer a une conversation sur les facons d’etre comme pedagogues. Les conversations que les auteurs ont eux ‐ memes engagees entre eux a travers des courriels, des echanges telephoniques et des ren ‐ contres ont constitue le point de depart de leur reflexion en vue de mieux comprendre le sens qu’ils ont donne a leurs carrieres respectives dans l’enseignement et qu’ils continuent a donner a leur implication actuelle dans la formation a l’enseignement. Explorant leurs souvenirs, ils ont recours a la poesie et a des recits pour interpreter ensemble le sens que pourraient avoir ces souvenirs pour eux et pour les milieux d’enseignement. Mots cles : autoethnographie, recherche concertee, enquete poetique, formation a l’enseignement, ecriture comme mode de recherche.

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Ways of Being in Teaching: Conversing Paths to Meaning

An Editorial by the Guest Editors for a special issue of in education on the practices of poetic inquiry

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Editorial: Poetic Inquiry in/for/as

In this paper, we share stories of coming to narrative self-study research in graduate studies, and the impact this choice has had on personal and professional directions in ways we could not have imagined when graduate studies were initially embarked upon. Central to self-study narrative inquiry is a focus on life experience as a tool for connection with our own storied pasts. There we find the roots of our present-day perspectives and actions that we can incorporate into our everyday meaning-making, using our emergent understanding to choose present and future possibilities in our relationships.

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Providing Visions of a Different Life: Self-study Narrative Inquiry as an Instrument for Seeing Ourselves in Previously-Unimagined Places

Dear Carl, Pamela, Natalie, Sandra, and Kimberly, Would you like to come out and play? John, Lynn, Celeste, and I are knocking at your door. We wonder if you might be interested in joining us in a poetic inquiry? The call from CJE asks for papers that address play, playfulness, and childhood. Poetically yours, John, Lynn, Celeste, and Sean P.S. Can’t, too busy, don’t have time? Ready or not, here we come.

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John J. Guiney Yallop

Papers

Editorial: Overview of the Performative Social Science Special Issue

Ways of Being in Teaching: Conversing Paths to Meaning

Editorial: Poetic Inquiry in/for/as

Providing Visions of a Different Life: Self-study Narrative Inquiry as an Instrument for Seeing Ourselves in Previously-Unimagined Places

Poetic Inquiry of and on Play