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

‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

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

Transactions of the Institute of British Geographers

Background: The previous two decades have witnessed an increasing number of policymakers and practitioners using sport programmes to achieve broader social development aims, particularly in countries in the Global South. A core element of these programmes has been the use of sport as a context to provide young people with social, personal and health education. However, despite the educative focus of the ‘sport for development and peace’ (SDP) movement, there has been limited analysis within the existing literature of the pedagogies used and whether these are appropriate for achieving the aims of SDP programmes. This article seeks to review and critique the core pedagogical strategies used in SDP initiatives. Theoretical framework: This article draws on Paulo Freire's critical pedagogy as a theoretical framework to examine education through sport in the Global South. The authors consider Freire's work to provide a number of aspects that are relevant to SDP education. Freire has long been established as the...

Education for social change? A Freirean critique of sport for development and peace

The value of sport as a vehicle for social development and progressive social change has been much debated, yet what tends to get missed in this debate is the way education may foster, enable or impede the transformative action that underpins the social outcomes to which the ‘sport for development and peace’ (SDP) sector aspires. This article draws on the critical pedagogy of Paulo Freire and his contemporaries to examine the nature of transformative action and how it may be fostered within SDP programs. Insights from critical pedagogy are applied to, and illustrated through, qualitative research undertaken with SDP programs located in Cameroon and Kenya. The findings show the complexities of designing and implementing critical pedagogy in a SDP context and, in particular, the challenges of creating and mobilizing for transformative action. Opportunities and lessons for embedding critical pedagogy within SDP programs are also presented.

/pdf/transforming-communities-through-sport-critical-pedagogy-and-4yzncbdg3r.pdf

Transforming communities through sport? critical pedagogy and sport for development

“We want more diversity but…”: Resisting diversity in recreational sports clubs

https://opus.lib.uts.edu.au/bitstream/10453/115560/3/Participatory%2bresearch%2bpaper%2b%2528Cunningham%2bEdits%2baddressed%2bby%2bRS%2529.pdf

Participatory research in sport-for-development: Complexities, experiences and (missed) opportunities

This article examines the influence participating in football has on girls' gender identity construction. Set within the context of the rapid increase in the number of females playing football and the changing notions of femininity within contemporary girlhood, the article explores whether playing can assist with reshaping traditional notions of femininity. It draws on data collected during a six‐month ethnographic study with a small group of 10‐ and 11‐year‐old girls. Butler's 1 concept of performativity is used to provide a theoretical framework for understanding gender identity construction. Methodologically, the research is underpinned by feminist and childhood sociology epistemological principles. A range of participatory methods have been utilized to assist the girls with communicating their views on the complex and abstract area of gender identity. The research findings indicate that whilst playing football was considered ‘acceptable’ the way girls played was heavily restricted by traditional notio...

Ruth Jeanes

Papers

Education for social change? A Freirean critique of sport for development and peace

Transforming communities through sport? critical pedagogy and sport for development

“We want more diversity but…”: Resisting diversity in recreational sports clubs

Participatory research in sport-for-development: Complexities, experiences and (missed) opportunities

'I'm into high heels and make up but I still love football': exploring gender identity and football participation with preadolescent girls