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 emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions. This article presents the results of a broad literature review. The review identifies the relevant literature on key competencies in sustainability; synthesizes the substantive contributions in a coherent framework of sustainability research and problem-solving competence; and addresses critical gaps in the conceptualization of key competencies in sustainability. Insights from this study lay the groundwork for institutional advancements in designing and revising academic programs; teaching and learning evaluations; as well as hiring and training faculty and staff.

http://reforma.fen.uchile.cl/Papers/Key%20Competences%20in%20Sustainability%20Framework%20-%20Wiek,%20Withycombe,%20Redman.pdf

Key competencies in sustainability: a reference framework for academic program development

Where's the Learning in Service-Learning?

The phosphorus cycle, phosphogenesis and marine phosphate-rich deposits

Purpose – Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities.Design/methodology/approach – The paper summarizes key competencies in sustainability, identifies criteria for real‐world learning opportunities in sustainability programs, and draws on dominant real‐world learning models including project‐ and problem‐based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real‐world learning opportunities.Findings – A “functional and progressive” model of real‐world learning opportunities seems most conducive to introduce students (as wel...

Real‐world learning opportunities in sustainability: from classroom into the real world

– The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re‐envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart – balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL)., – Theoretically, TSL grew from traditions of sustainability education and transformative education. Practically, TSL emerged from experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability‐oriented higher education. Primarily through action research, these community‐based, applied learning experiences constituted cyclical processes of innovation, implementation and reflection., – The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place‐based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL., – By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education.

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Tsunami Deposits beneath Tidal Marshes on Northwestern Vancouver Island, British Columbia

http://kenanaonline.com/files/0012/12107/jordan-phosphate.pdf

Upper Cretaceous (Campanian) phosphorites in Jordan: implications for the formation of a south Tethyan phosphorite giant

Irrespective of geologic age, Phanerozoic coated phosphate grains deposited beneath productive surface waters in organic-rich paleoenvironments are of only two types. Unconformity-bounded grains contain internal discordances and erosional surfaces, attributable to multiple episodes of phosphogenesis and sedimentary reworking during periods of stratigraphic condensation. Redox-aggraded grains consist of concordant concentric phosphate laminae that are intimately interlayered with circumgranular layers containing pyrite, chamosite, or barite, recording in situ diagenetic mineralization driven by changes in pore-water redox potential. Such changes can be attributed to variations in biological oxygen demand within suboxic pore-water environments resulting from fluctuations in sedimentation rate of organic carbon. Redox-aggraded grains are thus sensitive indicators of variations in organic carbon export and record changes in primary productivity and/or ecological dynamics of the surface ocean. This concept of coated-grain formation necessitates a long residence time just below the sediment-water interface. If sedimentation rate is too high, grains are rapidly buried and so removed from the zone of active phosphate precipitation. Coated phosphate grains can therefore be considered the granular equivalents of condensed beds. These concepts are equally applicable to the interpretation of other types of coated grains and concretions that contain Eh-sensitive minerals, such as iron-bearing ooids and polymineralic concretions.

Coated phosphate grains: Proxy for physical, chemical, and ecological changes in seawater

Laminated, organic-rich hemipelagic sediments from the Oligo-Miocene San Gregorio Formation, Baja California Sur, Mexico, contain isolated horizons (n = 41) of Thalassinoides and Gyrolithes burrows which are exclusively associated with granity-flow event deposits (phosphatic turbidites). The geological evidence suggests that some turbulent sedimentation events entrained line infaunal crustacea from neritic settings; upon deposition in anaerobic environments, these crustacea penetrated the substrate and reworked substantial volumes of sediment, in an environment which excluded successful larval recruitment. We suggest that the persistence of oxygen-depleted environmental conditions limited the survival time of these transported infaunal dwellers and rendered them doomed pioneers (Follmi and Grimm, 1990)

Kurt A. Grimm

Papers

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Tsunami Deposits beneath Tidal Marshes on Northwestern Vancouver Island, British Columbia

Upper Cretaceous (Campanian) phosphorites in Jordan: implications for the formation of a south Tethyan phosphorite giant

Coated phosphate grains: Proxy for physical, chemical, and ecological changes in seawater

Doomed pioneers; allochthonous crustacean tracemakers in anaerobic basinal strata, Oligo-Miocene San Gregorio Formation, Baja California Sur, Mexico