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.

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

Affirming Diversity: The Sociopolitical Context of Multicultural Education

This article presents an account of how contested spaces: shared places have played out in the South African education context by tracing how the historical, political, social and educational conte...

Contested spaces – shared places: A South African perspective:

Using the theoretical framework of pedagogy of compassion and single embedded case study methodology, this article explores how a teacher negotiates the contours of migration and social transformat...

Pedagogy of Compassion: Negotiating the Contours of Global Citizenship

This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn towards” deep and lasting change. Second, academics should “turn away” from challenges and “turn towards” opportunities offered by decolonisation of education. Third, academics should “turn towards” becoming transformative intellectuals and agents of change if they want to “turn the tide.” Knowledge in the blood may not be “easily changed,” but the disruption of the authority of received knowledge is possible through the transfusion of new knowledge. The findings suggest that universities should develop professional development courses that are focussed on how to effectively decolonise education. 

Decolonising Higher Education: The Academic’s Turn

This special edition is a collection of papers on the broad topic of race and ethnicity in education. These are issues that have been addressed many times in the past, but it was felt that it is timely to revisit the topic due to increasing global migration within the various countries of Europe, the Americas, Africa and Asia, as well as between these places. Additionally, the absence of debates around race and ethnicity and the global South, in academic journals published in the global North, is a lacuna that demands exploration and attention. In many ways journals themselves function as contested publication spaces, which often serve to prioritize some geographical areas and societies over others. Recognizing and filling this gap, specifically in relation to race and ethnic diversity, was a key aim of this edition from the proposal stage, which also reflected the editors’ concerns about the balance of North/South coverage in educational issues. The collection includes papers from a diverse range of contributors from multi-disciplinary backgrounds. As such, it has much to offer scholars of education, theories of race, educational practitioners and others whose key interests lie in areas of race and ethnicity or learning and inclusion. Race and ethnic diversity are conditions under which education takes place but these also operate as curricula foci that educators address in the everyday practices of teaching and learning. Published debates around education, race and ethnicity in the UK have been largely dominated by a focus upon formal learning settings and commentators from within those contexts (Archer and Francis, 2007; Byrne, 2006; Gillborn, 1995, 2005; Heath and Brinbaum, 2007; Reay, 2009; Troyna, 1993). However, wider educational debates in Europe and the global South struggle with issues of race that seem perennial and deep-seated, in particular, in a European and South African context around educational responses to new migrants

Contested spaces: Ethnicity and power in the world’s classrooms

Inquiry underlies most science curriculums. There is a widespread belief that inquiry is a both 21st century skill and a vehicle to develop other 21st century skills in learners. Engaging learners in science process skills helps them to engage in inquiry through practical work. The result of integrating inquiry and practical work is a strategy called inquiry-based practical work. While this strategy is embodied in current science curriculums, it is often not easy to implement in science classrooms. This study explored inquiry opportunities presented to learners through practical work in the context of the Curriculum Assessment Policy Statement (CAPS) syllabus in South Africa. We regarded inquiry as a continuum with the levels of complexity defined according to learner autonomy over the science process skills, question formulation, experiment procedure design and solution finding. The variation in learner autonomy over the process skills results in four types of inquiry through practical work, which are confirmation, structured, guided and open-ended. A qualitative research approach in the form of phenomenon-based case study was used. Four research sites representing different school contexts were purposely selected. On each research site, one physical science teacher and one physical science class participated in the study. Data were generated by means of semi-structured interviews with teachers, focus-group interviews with learners and direct practical work activity observations. The study identified structured inquiry as the highest level of inquiry practised in the classrooms. However the structured inquiry was practised in four different ways depending on how learners were given autonomy over, the science process skills question posing, experiment procedure design and solution finding. The teachers ensured that the learners had autonomy over one or two but not all three of the process skills. The study recommends further studies to explore how the teachers can reduce the scaffolding for learners in order for them to engage in higher levels of inquiry such as the guided and open inquiry as part of the 21st century skills.Keywords: inquiry; inquiry-based practical work; physical sciences; practical work

Saloshna Vandeyar

Papers

Contested spaces – shared places: A South African perspective:

Pedagogy of Compassion: Negotiating the Contours of Global Citizenship

Decolonising Higher Education: The Academic’s Turn

Contested spaces: Ethnicity and power in the world’s classrooms

Inquiry opportunities presented by practical work in school physical sciences. A South African case study