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 author systematically examines one of the important issues of information — establishing the market price. He introduces the concept of «search» — where a buyer wanting to get a better price, is forced to question sellers. The article deals with various aspects of finding the necessary information.

Economics of Information

All these premises having, as I think, been clearly made out, it is impossible that the rulers now on earth should make any benefit, or derive any the least shadow of authority from that, which is held to be the fountain of all power, Adam's private dominion and paternal jurisdiction; so that he that will not give just occasion to think that all government in the world is the product only of force and violence, and that men live together by no other rules but that of beasts, where the strongest carries it, and so lay a foundation for perpetual disorder and mischief, tumult, sedition and rebellion, (things that the followers of that hypothesis so loudly cry out against) must of necessity find out another rise of government, another original of political power, and another way of designing and knowing the persons that have it, than what Sir Robert Filmer hath taught us.

Two Treatises of Government.

The End of History and the Last Man

This is a study in industrial sociology; it a partial report, to be followed by another, of an investigation of singel factory seen in the light of Max Weber's theory of bureacracy.

Patterns of Industrial Bureaucracy.

Capital structure theory: Reconsidered

Purpose – The purpose of this paper is to see how educational philosophies that underlie lecture and case methods of teaching are related to setting course goals, objectives, and contents.Design/methodology/approach – This paper is based on the premise that foundational philosophies, worldviews, or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.Findings – The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how course goals, objectives, and contents are set.Research limitations/implications – This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.Practical implications – This paper implies tha...

The philosophical foundation of the lecture‐versus‐case controversy

Contents: Preface Paradigms Organization of academic finance paradigm Structure of academic finance paradigm Methodology of academic finance paradigm Theory and practice of academic finance paradigm Development of academic finance: four paradigmatic views Mathematical language of academic finance: four paradigmatic views Mathematics and academic finance: four paradigmatic views Money and academic finance: four paradigmatic views Corporate governance and academic finance four paradigmatic views Markets and academic finance: four paradigmatic views Technology and academic finance: four paradigmatic views Teaching and academic finance: four paradigmatic views Conclusion Bibliography Index.

/pdf/on-the-role-of-paradigms-in-finance-4tc2bbt6gr.pdf

On the role of paradigms in finance

Purpose – The purpose of this paper is to show how different philosophical schools of thought view the relation between globalization and culture differently.Design/methodology/approach – This paper places the existing philosophical schools of thought into four broad categories: functionalist, interpretive, radical humanist, and radical structuralist. This paper then shows how each of these four broad categories view the relation between globalization and culture differently.Findings – This paper finds that the functionalist paradigm views globalization and culture as universal, the interpretive paradigm views globalization and culture as particular, the radical humanist paradigm views globalization and culture as a domination ideology, and the radical structuralist paradigm views globalization and culture as causing conflict between classes.Research limitations/implications – This paper assumes that each school of thought can be located in one of the four broad categories of philosophical schools of thou...

Globalization and culture: four paradigmatic views

Purpose – The purpose of this paper is to present a paradigmatic look at corporate governance.Design/methodology/approach – This paper starts with the premise that any worldview can be associated with one of the four basic paradigms: functionalist, interpretive, radical humanist, and radical structuralist. The paper looks at the current state of mainstream academic finance and notes that it is founded only on the functionalist paradigm. It argues that any view expressed with respect to corporate governance is based on one of the four paradigms or worldviews. It, therefore, discusses four views expressed with respect to the nature and role of corporate governance.Findings – The paper emphasizes that the four views expressed are equally scientific and informative; they look at the nature and role of corporate governance from a certain paradigmatic viewpoint. Emphasizing this example in the area of corporate governance, the paper concludes that there are opportunities for mainstream academic finance, in gene...

Kavous Ardalan

Papers

Capital structure theory: Reconsidered

The philosophical foundation of the lecture‐versus‐case controversy

On the role of paradigms in finance

Globalization and culture: four paradigmatic views

Corporate governance: a paradigmatic look