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

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

lies my teacher told me everything your american history lies my teacher told me everything your american history textbook got wrong james w loewen on amazon com free shipping on qualifying offers every teacher every student of history every citizen should read this book it is both a refreshing antidote to what has passed for history in our educational system and a one volume education in itself howard zinn a new edition of the, lies across america what our historic sites get wrong lies across america what our historic sites get wrong james w loewen on amazon com free shipping on qualifying offers examines more than one hundred sites that promote incorrect interpretations of american history and raises questions about what americans choose to commemorate reprint 75, freedom movement bibliography naacp freedom movement bibliography see also books written by freedom movement veterans book titles grouped by subject film videos audio movement related web links, nadir of american race relations wikipedia according to historian rayford logan the nadir of american race relations was the period in the history of the southern united states from the end of reconstruction in 1877 through the early 20th century when racism in the country was worse than in any other period after the american civil war during this period african americans lost many civil rights gains made during reconstruction, how we know indians of the midwest alan trachtenberg explores the role of the song of hiawatha in american life the poem was written by henry wadsworth longfellow whose chief source was the work of henry rowe schoolcraft who published ojibwa stories about a supernatural being who both helped and harmed humans

Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

Among the many things which distinguish man from the lower animals and perhaps in a more spectacular but less extensive way distinguish man at an advanced level of culture from primitive man is the capacity to use the recorded experience of the past. This can help determine his actions in the present and thus determine in part what kind of future the world will see. The codification of knowledge of the past and its interpretation constitute the material of history. Doctrines and beliefs, various schools, and ideological sets about history determine each period's interpretation of what has gone on in the past. For instance, how may one reconcile the doctrinal myth of progress with the fix that the world is in now? In the light of contemporary ideas about causation, determinism, accident, objectivity, and the function and role, if any, of the individual person in history, ideas thin out. Professor

What is History

https://www.econstor.eu/bitstream/10419/32027/1/558658229.pdf

How Effective Are Poor Schools? Poverty and Educational Outcomes in South Africa.

Curriculum reform in post-1990s sub-Saharan Africa

This article takes the case of the South African curriculum to examine the role of national politics and power relationships in giving internationally borrowed ideas their meaning and shape. It discusses the circulation of ideas between global, national and regional levels. In exploring the particular dynamics shaping the South African curriculum, it argues that there were three dominant influences on South African curriculum‐making between 2000 and 2002: the African National Congress, teacher unions and university‐based intellectuals. The ANC introduced a reforming, pragmatic approach to curriculum reform. Teacher unions reasserted the importance of outcomes‐based education as foundational philosophy, and established the necessity for a workable and implementable post‐apartheid curriculum. They united around a secular, humanist, rights‐based curriculum. Radical intellectuals created the context for democratic debate and discussion of the post‐apartheid curriculum and the theoretical and empirical climate for reform of the curriculum. The article uses primary and secondary sources collected through participation in the processes described and includes a discussion of the methodological issues involved.

The Politics of Curriculum Review and Revision in South Africa in Regional Context.

This paper explores the social construction of the Revised National Curriculum Statement (Grades R–9) in South Africa between 2000–2002. The author, a participant in the process, uses the experience of the insider to tell the story. The paper discusses the relationship of different lobbies, voices, and interests to the curriculum, and argues that a neat translation between interests and curriculum outcomes is not possible, but that the echoes of struggles, which take both a material and symbolic form, are evident within the final version. The paper describes the influences of a vocational lobby, environmental and history interest groups, university‐based intellectuals and non‐governmental organizations, teachers' unions, and the Christian Right. It contends that there was no neat alignment of interests; they were sometimes internally fractured and alliances were unstable over time.

The making of South Africa's National Curriculum Statement

Between 1994 and 1999, new discourses of social justice and gender equity enabled the entry of significant numbers of women into the previously all-male domains of the educational bureaucracy. At the same time, women in one bureaucracy were leaving as fast as they were entering. This article probes this phenomenon of the simultaneous transformation of the educational administration and the apparent consolidation of earlier patriarchal forms of control, albeit on a non-racial basis. On the basis of 16 in-depth interviews conducted in the Gauteng Department of Education with key decision-makers, the article argues that these developments can be explained by the particular constructs and practices of leadership in educational administration that associate leadership and competence with masculinity, rationality and whiteness. This is evident in how interviewees framed their experience of authority and leadership, visibility and recognition and balance between public and private life. The experience overall wa...

Linda Chisholm

Papers

Curriculum reform in post-1990s sub-Saharan Africa

The Politics of Curriculum Review and Revision in South Africa in Regional Context.

The making of South Africa's National Curriculum Statement

Gender and Leadership in South African Educational Administration

The Low Achievement Trap: Comparing Schooling in Botswana and South Africa