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.

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

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

Childhood motor skill proficiency as a predictor of adolescent physical activity

At the heart of this book has been the acknowledgment that there exist different ways of seeing and, consequently, different ways of knowing the world The rich and diverse case studies that make up Part II of the book have seen respected authors from the varied disciplines of physical, sport and health education, outdoor and environmental education and early childhood education come together, utilising the multi-disciplinary framework of socio-ecological education They have done so because of their belief that a socio-ecological theory and requisite methodological approaches offer the opportunity for renewal for researchers and practitioners in their fields A significant part of this renewal involves reaching beyond disciplinary boundaries, or silos as we called them in the introduction chapter, to forge new connections Overcoming these ‘invisible’ structures that can govern how we see, think and act is central to the work of the socio-ecological educator and is evident in many of the case studies To that end we want to spend a little time here, in the conclusion, discussing this issue

Conclusions and future directions: a socio-ecological renewal

Background: This paper presents a counter-narrative to the long-held belief that Physical Education (PE) is impermeable to change. Transforming and enacting curriculum is incredibly challenging and sometimes impossible but if teachers have particular resources available to them over time, this makes ‘radical reform more, rather than less likely’ [Kirk, D. 2009. Physical Education Futures. London: Routledge].Purpose: This paper addresses the on-going and pervasive issue of sustainable curriculum transformation and enactment in PE. More specifically, the purpose of this research is to examine the source, nature and purpose of resources that made curriculum transformation and enactment possible in one school.Data collection and analysis: As part of an exemplary case study, 7 Secondary PE teachers and one Principal from an Australian Secondary school engaged in the process of curriculum transformation and enactment. Data consisted of semi-structured individuals (3) and paired interviews (6) and field notes. We drew upon the notion of ‘contextual dimensions’ and ‘activity layers’ to support the analysis. Findings suggest that the teachers were supported by resources that spanned different contextual dimensions (situated, material, external contexts and professional culture) and layers of activity. The most valued resources identified by the teachers were (i) structural and networked support; (ii) sustained leadership; (iii) a clear vision for PE in their school; (iv) professional learning; (v) time.Conclusion: The findings suggest that while changes in policy do not necessarily prompt change in practice, particular kinds of policy are necessary if the change is to be viewed as possible and worthwhile by teachers. In this study, a layered policy landscape acted as a catalyst for the teachers to reimagine what PE could look like in their school. Moving from vision to action, it was the interplay of resources across the contextual dimensions and activity layers that the teachers drew on to support curriculum transformation and enactment. 

Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment

An investigation into the hierarchical nature of motor skill development

The term community is increasingly being applied to education contexts (Noddings, 1996, p.10) and linked to physical education discourses around health and wellbeing in which physically educated citizens are being called upon to contribute to the establishment of active, healthy and well communities (Jess, Collins, Dewar, Campbell, & Harris, 2002; Lambdin & Erwin, 2007; Lawson, 2005; Penney & Jess, 2004). Despite this, the term community remains ambiguous and fluid, while notions of physical education remain trapped in a discourse driven by dominant competitive games and sports that privilege particular expressions of community. Subsequent to critiquing various notions of community and its application to health and physical education, this paper presents a social ecology of movement that offers a frame upon which ‘physical’ experiences of children within a school community can connect in dynamic ways to broader communities, within various environments. By providing an account for how physical education can make meaningful connections, this paper opens up possibilities to be ‘physically’ educated in ways that meaningfully contribute to creating active, healthy communities.

The concept of community and its social ecology

This chapter will focus on the challenge of connecting students’ classroom experiences to their communities and their day-to-day physically active lives. Throughout the chapter we build upon the concept that a school curriculum that is situated (place-based) and responsive to student and community needs, can result in a range of benefits for learners and their communities. Benefits can extend to deeper levels of student learning, the establishment of productive community partnerships and the creation of change makers who have capacity to influence future experiences of movement without prescribing exactly what that change should look like. The use of situated and ‘authentic’ learning in schools has long been supported. What is less clear for educators, however, is what a place-based and interdisciplinary curriculum would look like in practice, with Health and Physical Education as the driver. The aim of this chapter is to shift the focus and draw attention to the everyday expressions of movement that are low in organisation but high in meaning and available to all. To do this we draw on research that was carried out in four Australian schools within the state of Victoria, to explain how a socio-ecological place-based curriculum – ‘Connect our Community’ – might be used to promote active, strong and connected communities.

Justen O'Connor

Papers

Conclusions and future directions: a socio-ecological renewal

Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment

An investigation into the hierarchical nature of motor skill development

The concept of community and its social ecology

Through Community: Connecting Classrooms to Community