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

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

Cosmopolitanism: Ethics in a World of Strangers. By Kwame Anthony Appiah. (New York: W. W. Norton, 2006. Pp. xxii + 196, preface, introduction, acknowledgments, notes, index. $24.95 cloth, $15.95 paper) Kwame Anthony Appiah's Cosmopolitanism is meant as a guide for identifying and confronting complex ethical issues in a multi-perspectival world. Its author, an Oxford-educated philosopher of Ghanaian-British parentage, bridges worlds. The term cosmopolitanism - the author prefers it over globalizations narrow association with economics and multiculturalismi observed tendency to prescribe - encompasses two core values: "the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kin, or even formal ties of a shared citizenship," and the idea "that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance" (xv). Terms such as tolerance, kindness, and pluralism are central to cosmopolitan thinking. Appiah presents a wide range of issues that can serve as frames through which to examine how we as individuals and professionals make ethical decisions - essential for the humanities scholar, student, and public-sector folklorist: How real are values? What do we talk about when we talk about differences? Is any form of relativism right? When do morals and manners clash? Can culture be owned? What do we owe strangers by virtue of our shared humanity? And all this is good... and yet, and yet. Too often, the resolutions Appiah proposes for these key issues are so one-sided and misleading, so bolstered by irrelevant, erroneous, and outdated sources, that they are of little help in sorting through the paradoxical interfaces of pluralism and autonomy, diversity and democracy, and globalization and protection of what is valuable in the local. In his central chapter, "Cosmopolitan Contamination," Appiah proposes a change of priorities - away from purity, peoples, authenticity, tribalism, and cultural protection, and toward individuals, mixture, modernity, rights, and what he calls contamination (his term for healthy hybridization) . His philosophical underpinning ("The right approach, I think, starts by taking individuals - not nations, tribes or 'peoples' - as die proper object of moral concern" [Appiah 2006] ) is a hallmark of rightist thought and practice. The left emphasizes social, political, and environmental factors that can constrain the ability of individuals to choose freely. Both perspectives are needed, but only one is developed in this book. Many folklorists are familiar with issues of cultural change and preservation as discussed at UNESCO and WIPO. Appiah reveals no understanding of the complexities of diese dynamics. He wrongly assumes many anthropologists to be cultural relativists who tolerate such practices as female genital mutilation (15) and that UNESCO's Declaration of Cultural Diversity celebrates a pluralism that could embrace the likes of the KKK conveniently ignoring Article IV: "No one may invoke cultural diversity to infringe upon human right. …

Cosmopolitanism: Ethics in a World of Strangers

Music Matters: A New Philosophy of Music Education:

 The Standards, grounded in what it takes for all students to graduate collegeand career-ready, were developed in a state-led process under the leadership of governors (NGA) and state superintendents (CCSSO) from 48 states who were increasingly concerned about the ability of U.S students to compete in a global economy. The process included the participation of state departments of education, districts, teachers, community leaders, experts in a wide array of fields, and professional organizations.

The Common Core State Standards

The purpose of this study was to understand how contributors to national media, education publications, and arts education publications interpret aspects of teacher evaluation enacted in response to Race to the Top. Using Stone's (1989) policy framework, researchers coded articles for intended and inadvertent causes. Analysis indicated that although the authors of Race to the Top explained that in order to win funds, states must take student growth into account, authors for both national media and journals aimed at teachers defined consequences directly resulting from such actions as unintended. Arts educators might hold policymakers accountable for intending or at least foreseeing many of the consequences from Race to the Top as well as consider their own potential role as policy creators and challengers.

What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

The 1957 launch of Sputnik and the 1983 publication of A Nation at Risk shifted national education policy. Music educators promoted an “intrinsic value” of music philosophy following Sputnik and music advocacy through politics and public performances following A Nation at Risk. Examining the history of both the intrinsic value philosophy and advocacy reveals that music educators responded to Sputnik and A Nation at Risk by continuing to work within their existing language and practices rather than reacting to and transforming after either event. The political, social, and cultural contexts of these events may explain music educators’ responses.

Remain or React: The Music Education Profession's Responses to Sputnik and A Nation at Risk

Despite substantial attention to measurement and assessment in contemporary education and music education policy and practice, the process of measurement has gone largely undiscussed in music educa...

Measuring Music Education: A Philosophical Investigation of the Model Cornerstone Assessments

While policies at all levels affect music educators, and music education researchers have called for increased attention to policy issues, few have explored preservice music teacher educators’ beli...

A Descriptive Study of Music Teacher Educators’ Beliefs About Policy:

An examination of the 2005–2010 online archives of major American network news stations and newspapers reveals a troubling picture for music education. News stories frequently mention the disappear...

Lauren Kapalka Richerme

Papers

What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

Remain or React: The Music Education Profession's Responses to Sputnik and A Nation at Risk

Measuring Music Education: A Philosophical Investigation of the Model Cornerstone Assessments

A Descriptive Study of Music Teacher Educators’ Beliefs About Policy:

Apparently, We Disappeared