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 age-crime curve, increasing to a peak in the teenage years and then decreasing, is well-known. Less well-known is that it seems to reflect variations in prevalence (the proportion of persons who are offenders) rather than incidence (the rate of offending by offenders). Age-crime curves for individuals do not resemble the aggregate curve since incidence does not change consistently between the onset and the termination of criminal careers. This has major implications for criminal justice policy since the greatest residual length of criminal careers, and hence the greatest potential incapacitative effect, may be between ages thirty and forty, not at the peak age. Different types of offenses peak at different ages; this probably reflects crime switching rather than the replacement of one group of offenders by another. There is little specialization in offending, but specialization does increase with age. Age effects need to be separated from period and cohort effects. The age-crime curve probably reflect...

Age and Crime

The Society of Captives

Thinking About Crime

Existing prison programs fail to provide opportunities for the offender to participate in meaningful democratic experiences. The Niantic Project sought to create a prison environment which would av...

The Prison and the Inmate's Conception of Legal Justice: An Experiment in Democratic Education

Peter Scharf University of California Program in Social Ecology Irvine, California D emocratic participation in schooling is a rather recent phenomenon Early American educators clearly did not intend nor believe that students should have a voice in their own education The colonial school (Bailyn, 1966) was authoritarian, teacher-directed, and often punitive The meaning of "democratic education," until the twentieth century, implied the problem of entrance (ie, that all children be able to enter the "common school") and not the problem of substance (ie, that education should be structured democratically) Only in the early twentieth century did "progressive" educators raise the possibility of democratizing the classroom itself John Dewey, of course, was both the foremost initiator as well as narrator of this movement to democratize the school In his view schooling in a democratic society requires democratic rhetoric The structure of the school must reflect its stated democratic aims He implies that if the ends of education are the creation of a democratic citizen and society, this purpose must be reflected in the "democratic organization" of the school itself A principal who justifies using authoritarian means with a"democratic" ideology would find these ends soon obviated Consistent with his views of education as "reflective experience," Dewey saw the school providing a natural "laboratory for democratic learning" This assumes, of course, a curriculum "which added upon and enlightened natural democratic experiences" In his Schools of To-Morrow (1906), Dewey sought to exemplify his beliefs by analyzing the most promising experiments of his day including the revolutionary Gary, Indiana, public schools (Gary Plan) Here, the students were not only involved in school-rule creation but in the democratic maintenance of the school's physical plant:

Moral Development and Democratic Schooling.

at Irvine, Irvine, California 92717. Joseph Hickey is Director, Just Community Research Center, Connecticut Correctional Institution at Niantic. Introduction: The Paradoxes of Democratic Prison Reform The papers in this special issue of The Prison Journal were written on the theme of democracy and imprisonment: Is it possible to meaningfully share the power with prisoners? Is democracy a plausible avenue of correctional reform? What are the constraints against democratic participation behind prison walls? Revealingly, each of the contributors emerges with a paradoxical response to the queries posed above. Yes, democracy in prison represents an educational, political and social good. However, any effort to broaden the base of political power within the prison faces almost overwhelming obstacles. This paper seeks to introduce some of the issues central to the problem of democratic prison reform, in terms of both its promise as well as its contradictions. We will look at some of the educational, political, moral and legal rationales for democratizing the prison. As an illustration we look at the case of Thomas Mott Osborne’a &dquo;Mutual Welfare League&dquo; experiment focusing both on its obvious accomplishments, as well as the social and political processes which led to its early demise. We will offer that prison democracy, given the contemporary realities of the prison, reflects an almost hopeless enterprise. Unless, there is a massive reordering of both the prison

Thomas Mott Osborne And The Limits Of Democratic Prison Reform

Deadly Force: The Moral Reasoning and Education of Police Officers Faced With the Option of Lethal Legal Violence

*Professor Scharf is Assistant Professor of Social Ecology, University of California at Irvine. During the year 1975-76, he is on leave to Harvard University. Reflecting upon the failure of prison reform in this bicentennial year, it is ironic that one of the least explored, most readily rejected ideas in penology is that inmates can meaningfully participate in the democratic management of the prison. Conservatives tend to fear in-

Peter Scharf

Papers

The Prison and the Inmate's Conception of Legal Justice: An Experiment in Democratic Education

Moral Development and Democratic Schooling.

Thomas Mott Osborne And The Limits Of Democratic Prison Reform

Deadly Force: The Moral Reasoning and Education of Police Officers Faced With the Option of Lethal Legal Violence

Democracy And Prison Reform: A Theory Of Democratic Participation In Prison