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

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.

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

Transformational Leadership: Industrial, Military, and Educational Impact

The Theory and Practice of Autonomy

The challenge of thinking Christianly in a secular world is a favorite topic of discussion among Christian scholars, especially among those of evangelical persuasion. But what does it mean to integrate faith and learning? The concept is fraught with semantic and conceptual ambiguity. Through a historical lens, Ken Badley delineates the varieties of meaning implied by the integration-of-faith-and-learning construct as a useful fast step in advancing coherent scholarly dialogue. Badley includes a compendium of recommended readings.

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The Faith/Learning Integration Movement in Christian Higher Education: Slogan or Substance?

/pdf/review-of-harro-van-brummelen-s-walking-with-god-in-the-19d2v6jz8x.pdf

Review of Harro Van Brummelen's Walking with God in the Classroom

THE LANGUAGE OF “faith-learning integration” remains popular among evangelical educators in both K-12 and higher education. Some observers suggest for theological and educational reasons that Chris...

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Clarifying "Faith-Learning Integration": Essentially Contested Concepts and the Concept-Conception Distinction

Curriculum integration has a long history. In this paper I catalog several arguments for resistance against integration and present the historical roots of support for those arguments offered by critics of curriculum integration. First, I review some linguistic and usage limitations of the term. Second, I examine several practical and institutional difficulties related to implementing integrated curriculum. Third, I explore some interconnected psychological and sociological dimensions of resistance to curriculum integration. Finally, I consider several epistemological dimensions of re- sistance to integration, some of which underlie the sociological and psychological aspects. While recognizing that some resistance to integration will never be answered, I argue that in order to an- swer some of the questions raised by this analysis we need more empirical research into integrated curriculum and integrative teaching.

/pdf/resisting-curriculum-integration-do-good-fences-make-good-2o5ej17ahs.pdf

RESISTING CURRICULUM INTEGRATION: Do Good Fences Make Good Neighbors?

Book Review: Falling Upward: A Spirituality for the Two Halves of Life, Courage and Calling: Embracing Your God-Given PotentialRohrRichardFalling Upward: A Spirituality for the Two Halves of LifeSan Francisco: Jossey-Bass, 2011 hb 236pp $20.00ISBN 978-0-470-90775-7SmithGordon T.Courage and Calling: Embracing Your God-Given PotentialDowners Grove, IL: InterVarsity, 2011 pb 269pp $17.00ISBN 978-0-8308-3354-6

Ken Badley

Papers

The Faith/Learning Integration Movement in Christian Higher Education: Slogan or Substance?

Review of Harro Van Brummelen's Walking with God in the Classroom

Clarifying "Faith-Learning Integration": Essentially Contested Concepts and the Concept-Conception Distinction

RESISTING CURRICULUM INTEGRATION: Do Good Fences Make Good Neighbors?