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.

The culture of education

How to ... be a reflective practitioner.

Theory in Practice: Increasing Professional Effectiveness

This paper argues that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This worrying mismatch is largely attributable to adherence by policy makers (and other key stakeholders such as employers), to ‘common sense’ notions of learning transfer. In fact, these ‘common sense’ notions of transfer have increasingly been discarded even in the learning transfer literature. However, we go further in arguing that transfer is a totally inappropriate metaphor for thinking about most learning, but especially for vocational learning. Accepting that thought about learning inevitably involves metaphors, we consider the merits and otherwise of various other learning metaphors including participation and construction. We conclude that the conceptual flaws of transfer can be avoided by employing alternative metaphors. The value of our recommended alternative is illustrated by...

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Moving beyond the metaphor of transfer of learning

This publication challenges the traditional view of education that rests largely on formal study in schools and universities and explores the significance of informal workplace learning as a basis for a new perception of what is really 'educative about life experiences'. The authors use an holistic approach to examine the subject of adult education. They draw on the works of Aristotle, Wittgenstein, Russell and contemporary conceptual research to combine philosophical theory with empirical illustrations to present their argument. In their discussion of the 'decentring' of traditional education in favour of 'experiential, informal and reflective epistemologies', the authors examine various issues including education versus training, professional practice in adult and vocational education, and experience, self direction and reflection. Part one, 'Describing the richness of practice', contains the following chapters: Introduction: life in the swamp; Know how: practice at close quarters; Practical judgement: the basis of embodied, situated practice. Part two, 'Theorising practice', contains the following chapters: Introduction: celebrating the swamp; Practice at work and informal learning; Holism/organicism: epistemological implications of practice-based learning at work; Conceptualising practice in postmodernity; Know how and judgement in postmodernity.

Life, work, and learning

Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for continuing professional education and suggests that continuing professional development might be better conceptualised within practice theory. It identifies what a practice theory view of continuing professional development might involve and discusses the implications, particularly the notion of locating development within the practices of work.

Re-thinking continuing professional development through changing metaphors and location in professional practices

Life, Work and Learning: Practice in Postmodernity. Routledge International Studies in Philosophy of Education; No. 14.

1. Introduction P. Hager,S. Holland.-Part I: Meta-concepts.-2. Nature and Development of Generic Attributes P. Hager.-3. Graduate Attributes in an Age of Uncertainty R. Barnett.-4. Graduate Attributes and Changing Conceptions of Learning C. Winch.-5. Graduate Employability and Lifelong Learning: A need for realism? G. Hinchliffe.-Part II: Graduate Attributes and Learning.-6. The OECD: Its role in the key competencies debate and in the promotion of lifelong learning A. Gonczi.-7. Generic Attributes and Transition to Higher Education L. Scanlon.-8. Academics' Understanding of Generic Graduate Attributes: A conceptual base for lifelong learning S. Barrie.-9.Skills Development: Ten years of evolution from institutional specification to a more student-approach M. Atlay.-Part III: Graduate Attributes and Employability.-10. Lifelong Learning, Graduate Capabilities and Workplace Learning C. Down.-11. Work -based Learning, Graduate Attributes and Lifelong Learning D. Boud, N. Solomon.-12. Generic Attributes re the First Job- Graduates' perceptions and experience I. Te Wiata.-13. Constructing Professionals' Employabilities: Conditions for accomplishment D. Beckett, D. Mulcahy.-14. Synthesis: A lifelong learning framework for graduate attributes S. Holland

Paul Hager

Papers

Moving beyond the metaphor of transfer of learning

Life, work, and learning

Re-thinking continuing professional development through changing metaphors and location in professional practices

Life, Work and Learning: Practice in Postmodernity. Routledge International Studies in Philosophy of Education; No. 14.

Graduate attributes, learning and employability