자연주의적 탐구조사(Naturalistic Inquiry)

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

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

How we Think

This article was published in International Journal of Sports Science & Coaching on 20 December 2016 (online), available at https://doi.org/10.1177/1747954116684222

Beyond ‘crude pragmatism’ in sports coaching: Insights from C.S. Peirce, William James, and John Dewey: A commentary:

Drugs of abuse extraction from whole blood using supported liquid extraction (SLE) and Extrahera automation prior to UPLC-MS/MS analysis

I don’t normally bother with the radio on Saturdays, but as I turned the keys in the ignition to drive to the start of morning run, the car radio was already on and tunedin to ‘From our Correspondent’, a BBC Radio 4 programme. The format is straightforward, different BBC correspondents send in their accounts of life across the globe; the stories they post cover a range of topics, sustainability, global warming, trade, tourism, democratic protest, and so on; and they only last a few minutes. The correspondent from Germany was next-up. What she had to say caught my attention, hinged, as it was, around the anniversary of the suicide of the German national goalkeeper, Robert Enke. As I drove along country lanes I shook my head ‘Could it really be a year ago?’ . . . she explained how, at the time of his death, he was in the form of his life, playing for his country; how he and his wife had just adopted a little girl, and, how years before, they had lost a daughter to illness. He had, she explained, sat in his car watching trains go past before, after driving a short distance and parking his car a second time, climbing out to walk in front of a passing train. Everyone was shocked, team-mates, managers, coaches, the tragedy had touched the whole nation; a nation, the correspondent explained, that was not normally taken to mass expressions of grief. Her account of this sad and troubling anniversary ended with a series of observations; he was grieving father, yes; he was depressed, yes; his family knew this, yes; but, he dare not tell anyone in sport about these things. Having arrived at my running destination, I settled into a parking space and sat, motionless, listening as the correspondent’s report reached a numbing conclusion. She explained that in a world where being a winner and being tough was everything, he was fearful of showing any weakness. In fact, he was terrified of making a mistake, of costing his team, his country the game; he was depressed too, and he told no-one. A story such as this should not just interest those who work with athletes but galvanise them . . . well, that was how I felt a year earlier when I first heard of his death, and now, alone in my car, I faced my own guilt for forgetting about the story. It had gone from my mind overtaken by the must-do daily things that clutter-up thinking time. I shuffled uneasily in my seat. The correspondent ended by explaining

Further thoughts on the writing of stories: a response to Michael Gard and Ian Wellard

The significance of this article lies in examining how sports coaches construct and negotiate their professional sense making; what Goffman described as the practices engaged in to manage ‘ugly’ interpretations. Using the work of Garfinkel and Goffman, the article pays attention to coaches’ ‘ethno-methods’; that is, the background knowledge and practical competency employed in forming and maintaining social order. In doing so, the explanatory accounts of Christian, a coach and author who supported the co-construction of this work, were collected via recorded interviews over the course of a 3-month period during a competitive season. The analysis explores the procedures used to ‘achieve coherence’ in what he did. The analysis employed Garfinkel’s description of ‘artful practices’ and related concepts of ‘self repair’ to demonstrate the fundamental interactional ‘work’ done by Christian, not only to understand why he did what he did, but also how he would ‘get things done’ in future. Such analysis highlights the mundane routines of coaching in particular, and work settings in general, to reveal the backstage manufacturing individuals ‘do’ to maintain a sense of ‘practical objectivity’ to their continual inferences, judgements, and justifications of practice.

/pdf/coaching-and-self-repair-examining-the-artful-practices-of-ia5pc61a.pdf

Coaching and ‘Self-repair’: Examining the ‘Artful Practices’ of Coaching Work

In recent years, there has been a signifi cant increase in both the provision of coach 
education programmes and their evaluation (e.g. Chesterfi eld et al., 2010; Nelson 
et al., 2013). While this body of literature has provided scholars and practitioners 
with valuable knowledge about the role and nature of such programmes, little is 
known about how coaches experience them. This is not only in terms of their 
structure, content and assessment (Jones et al., 2004; Taylor & Garratt, 2010), but 
also in relation to coaches’ personal knowledge construction and how that 
knowledge is transferred into practice. The inadequacy of current coach education 
programmes to recognise such dynamics, particularly as related to issues of 
relevancy, was recently reiterated by Piggott (2012), who contended that coaches, 
across all sporting contexts, continue to place greater value on experiential learning 
than on formal coach education. Such courses, then, play only a minor role in the 
wider process of coach development and ‘are often treated in a rather instrumental 
fashion by coaches who rarely learn or implement any new ideas’ (Piggott, 2012: 
538). Hence, they are continuously considered to be ‘fi ne in theory’ but, and 
crucially, largely divorced from the messy realities of practice (Jones et al., 2012).

Robyn L. Jones

Papers

Beyond ‘crude pragmatism’ in sports coaching: Insights from C.S. Peirce, William James, and John Dewey: A commentary:

Drugs of abuse extraction from whole blood using supported liquid extraction (SLE) and Extrahera automation prior to UPLC-MS/MS analysis

Further thoughts on the writing of stories: a response to Michael Gard and Ian Wellard

Coaching and ‘Self-repair’: Examining the ‘Artful Practices’ of Coaching Work

Candidates’ experiences of elite FA coach education: tracking the journey