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

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

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.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

Bodies That Matter: On the Discursive Limits of “Sex”

by Marilyn Cochran‐Smith and Susan Lytle, New York, Teachers College Press, 2009, 392 pp., $26.95 (paperback), ISBN 978‐0‐80‐774970‐8 Inquiry as Stance: Practitioner Research for the Next Generatio...

Inquiry as stance: practitioner research for the next generation

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest

Beyond ‘what works’: understanding teacher identity as a practical and political tool

PART I: Present, past and future 1 Introduction: Current Problematics in Teacher Professional Learning 2 How Did we Get Here? Historical Perspectives on Inquiry-based Professional Learning 3 Developing courage PART II: Professional Knowledge Building: Tenets and tools 4 Mode 3 Knowledge: What it is and why we need it 5 Inquiry as a framework for professional learning: Interrupting the dominant discourse 6 Reclaiming Quality PART III: Tensions, contradictions, competing agendas,- 7 What's at stake and what's at risk? 8 Who pays the piper? Agendas, Priorities and Accountabilities 9 What Learning Community? A Knotty Problem PART IV: Closing the gap,- 10 Case Study: The Higher Degree 11 The Coalition of Knowledge Building Schools 12 Closing the Gap - Conclusion

Teacher Professional Learning in an Age of Compliance: Mind the Gap

This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire ...

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2170&context=ajte

Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity

This article focuses upon the development of transformative teacher professionalism. It explores issues of teacher professional identity and the ways in which this is contributed to by teacher responsiveness to the changing and demanding educational environments in which they find themselves. It includes a review of significant literature within the field and suggests ways in which professional learning can support the development of a transformative teaching profession. Finally, it points to a number of conditions under which such a profession might emerge.

/pdf/trans-forming-teachers-new-professional-learning-and-2u1n8cqnrc.pdf

Nicole Mockler

Papers

Inquiry as stance: practitioner research for the next generation

Beyond ‘what works’: understanding teacher identity as a practical and political tool

Teacher Professional Learning in an Age of Compliance: Mind the Gap

Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity

Trans/forming Teachers: New Professional Learning and Transformative Teacher Professionalism.