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.

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 End of History and the Last Man

From a world history perspective, the most noticeable trend in the history of the late 19th century was the domination of Europeans over Non­Europeans. This domination took many forms ranging from economic penetration to outright annexation. No area of the globe, however remote from Europe, was free of European merchants, adventurers, explorers or western missionaries. Was colonialism good for either the imperialist or the peoples of the globe who found themselves subjects of one empire or another? A few decades ago, the answer would have been a resounding no. Now, in the wake of the collapse of the Soviet Union, the more or less widespread discrediting of Marxist and Leninist analysis, and the end of the Cold War, political scientists and historians seem willing to take a more positive look at Nineteenth Century Imperialism. One noted current historian, Niall Ferguson has argued that the British Empire probably accomplished more positive good for the world than the last generation of historians, poisoned by Marxism, could or would concede. Ferguson has argued that the British Empire was a \" liberal \" empire that upheld international law, kept the seas open and free, and ultimately benefited everyone by ensuring the free flow of trade. In other words, Ferguson would find little reason to contradict the young Winston Churchill's assertion that the aim of British imperialism was to: give peace to warring tribes, to administer justice where all was violence, to strike the chains off the slave, to draw the richness from the soil, to place the earliest seeds of commerce and learning, to increase in whole peoples their capacities for pleasure and diminish their chances of pain. It should come as no surprise that Ferguson regards the United States current position in the world as the natural successor to the British Empire and that the greatest danger the U.S. represents is that the world will not get enough American Imperialism because U.S. leaders often have short attention spans and tend to pull back troops when intervention becomes unpopular. It will be very interesting to check back into the debate on Imperialism about ten years from now and see how Niall Ferguson's point of view has fared! The other great school of thought about Imperialism is, of course, Marxist. For example, Marxist historians like E.J. Hobsbawm argue that if we look at the l9th century as a great competition for the world's wealth and …

The New Imperialism

This paper will argue that, far from supporting an educational ‘calling’ in structural terms, the academic life (like many professions) is both a form of wage labour and, in certain cases, part of a neo-feudal economy in which growing numbers of working people remain permanently indebted to landlords and financial institutions, and increasingly accountable to both markets and the state At the same time, however, many of those who work as academics in universities continue to cultivate and defend traditional principles of scholarly activity and aspire to pursue what remains for them an intellectual, social or moral vocation Drawing on recent work about student debt and insights from the New Faculty Majority (a US organisation of adjunct academics), and on the frameworks of economic culture outlined in Weber and Boltanski and Chiapello, the paper will ask whether the cultural image of ‘the academy’ as an educational and intellectual institution in fact legitimises market logics and managerial domination within universities, and ask whether there is any chance for it to operate as a critical force against these conditions within the universities themselves

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Indebted servitude – the work of ‘the calling’ in the new feudal professions

The practical significance of critical theory, and student action leading to the hope of a new education, and a new politics.

Creative militancy, militant creativity and the new student movement

An edited and revised version of a dialogue on these themes facilitated by Gurnam Singh in 2009.

Critical pedagogy, critical theory and critical hope

The book functions well as a lens into a distant world outsiders may have forgotten, making the allegations seem more parochial than they were at the time because they are so historical. Three comments are worth making though. First, in locating the allegations in the anthropological literature on popular folk beliefs – with the de rigueur references to the Azande – the author gives them an attention I do not think they deserve. These allegations were ridiculous and we should not be constrained by moral relativism from saying they are just plain crazy. There are other, better ways of illuminating that localised, violent and dysfunctional world that was 1970s Belfast than through magnifying a few absurd allegations about the occult. The dirty war of British propaganda has long been exposed; so too the connections between Protestant paramilitaries, politicised Protestant churchmen, and child sex abuse in Kincora Boys’ Home that Jenkins hints at (further details about which the publisher’s lawyers may well have deleted). Second, the author spends so much effort on explaining why the allegations disseminated and were taken seriously in small corners that not enough is said about the many more who did not take them seriously and who attacked their popularisation. A thoroughgoing sociology of rumour addresses why rumours fail as much as succeed. This means that the author does not emphasise enough for me the sort of social structural context in which these rumours gained a short life. References to ‘Black Masses’, and to the ‘Celtic nature’ of some of the rituals, is code for the conservative evangelical idea that Catholicism is pre-Christian and pagan; views that had much wider provenance and popularity in Northern Ireland than any about witchcraft and wizardry. That some of the so-called ‘experts’ called upon for comment were Protestant clergy should have given this game away. Third, the analysis of why the rumours ended, which locates it in changing news agendas, does not do justice to the social structural factors in which they circulated and which gave them meaning for a time. Such a structural context endured long after the rumours ended and, in my view, anti-Catholicism just took on different forms. My ending will not be there, however. This is a very clever book – some readers may think too clever by half – but Jenkins’s skill as a writer and his sharp intellect will be sadly missed by professional sociology. This reviewer wishes him well and looks forward to reading his next in what I know will be a very prolific and productive retirement.

Book Review: Boaventura de Sousa Santos, Epistemologies of the South: Justice against Epistemicide

In this podcast, in conversation with Gurnam Singh, Sarah Amsler, Lecturer in Sociology at Aston University shares some of her own praxis in this area critical pedagogy. In particulalr, she discusses the relationship between critical pedagogy, critical theory and the sociology of ‘hope’. In doing so she talks about how critical pedagogy come to life in many roles as a teacher/researcher/activist/citizen.

Sarah Amsler

Papers

Indebted servitude – the work of ‘the calling’ in the new feudal professions

Creative militancy, militant creativity and the new student movement

Critical pedagogy, critical theory and critical hope

Book Review: Boaventura de Sousa Santos, Epistemologies of the South: Justice against Epistemicide

Sarah Amsler on critical pedagogy, critical theory and hope