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

M any years ago, when I was a medical student, I met a great teacher. He was an attending dermatologist, with decades under his belt, whose love of dermatology was palpable and relentless. He sought out consultse literally went looking for them when roundingeto the great chagrin of countless weary residents and medical students under his slight but seasoned wing. His charges occasionally half-protested, undercaffeinated and unaware, but none could sway him. He was hungry for a challenge. Unlike any other teacher I’ve ever known (I have been fortunate enough to have had some exceptional ones), he knew how to bring out the best in every student. But he always demanded more and somehow his bleary-eyed prot eg es never failed him. In my fledgling years as a teaching attending, now finally on the other side of the smoke screen of doctoring, I occasionally think of him. I think of how he set examples for us, how he incessantly sought to push himself. Although I knew of his strengths, at the time, I didn’t know just how hard-fought they were. I thought, naively, that his skills were inherent. But just as his devotion to dermatology had demanded endless hours of scrupulous study, his desire to teach was similarly consuming. It was a skill he cultivated, like everything else. As I reflect on my own teaching, of course I take pride in my efforts, but I can’t avert my eyes from my shortcomings. Indeed, they are painfully conspicuous. I make excuses, some of which are true. Very few have my mentor’s eagle eye or his ability to talk for hours about key details most people won’t ever see. And trainees want to know the tested material, the solitary answer. They want to know they are correct, or in the very least on the right track. Foolishly, I deliver. I congratulate them for their thought processes. I applaud their propitious efforts. But I fear in doing so I do them a great disservice. In

https://www.jaad.org/article/S0190-9622(15)02247-1/pdf

On becoming a teacher.

This article is based on a focus group study of staff and students in UK higher education institutions, where ‘internationalisation’ was the topic for debate. The perspectives of academics and students at five UK universities were examined to determine how they perceived their own culturally mediated approaches to learning. Evidence for internationalisation at home was sought including, in particular, views of student interaction and working in cross-cultural groups. Many staff and students demonstrated mindfulness of how local pedagogical approaches were privileged. Most described problems of lack of intercultural interaction and difficulties with particular classroom pedagogy such as group work. Participants described their difficulties but also gave anecdotal evidence of feeling personally rewarded in terms of building new friendships and developing their intercultural competencies.

Experiences and perceptions of internationalisation in higher education in the UK

“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class”

The Advances in Research on Teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.

Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry

This study presents our emerging understanding of the meaning of collaborative self-study as one of the mechanisms that facilitates effective, productive collaboration. Stemming from our experience of collaborative professional life over eight years, we explore the crisis we confronted as a professional learning community, the tensions underlying the crisis, paths to resolving our crisis, and our decision to look more closely at how collaborative communities of practice impact both group and individual identities. The study follows a change in our identity as a team from a culture of “doing” our practice into a culture of studying our practice – a culture of collaborative self-study.

Negotiating a Team Identity through Collaborative Self-Study.

Internationalizing higher education is not simply a matter of adding international content. If one of the roles of higher education is to prepare students to survive and thrive in an uncertain, globalized world, we and our students have to develop a multicultural attitude that is both sensitive to, and appreciative of, cultural diversity.

From the inside out: Learning to understand and appreciate multiple voices through telling identities

This article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education (ACE) team and originally presented at a conference in 2008. Revisiting and retelling these stories for the purpose of this article highlighted some of the concepts that form the warp and the woof of our interwoven collaborative way of professional life. The reanalysis identified three concepts: territory, the expert as novice, and de-idealization. These concepts then led us to identify the three dimensions of territory, knowledge, and values. We propose that, beyond the local context of our self-studies, these dimensions can help characterize collaborative space and serve as lenses to help understand its complexity. In this article we present these dimensions and outline some key questions regarding collaborative teams of teacher educators.

Conversations in a Collaborative Space: From stories to concepts to dimensions

Purpose – This chapter examines the complexity and contextuality of storying curriculum making in a collaborative landscape of teaching and research, as it moves from telling stories of collaborative curriculum making toward exploring curriculum within a collaborative landscape. This work is based on our lived experience of 9 years of collaborating as a team of teacher educators.

Methodology and Findings – Three stories are at the focus of our study – the unfolding story of the collaborative writing of this chapter and two stories that relate to our curriculum planning in the more traditional sense, illustrating almost opposing sides of a collaboration continuum: A story of creating and preserving contrasted with a story of creating and changing. Together, these examples present a picture of the way we experience the making of curriculum in a collaborative landscape: building and teaching a program of learning for our students in tandem with team learning of our own.

Value of paper – The collaborative landscape revealed in this chapter, with its tensions and opportunities, serves as basis for discussing the issue of territory as an overarching concept for the redefinition of questions regarding ownership, authorship and identities. These issues become crucial in a collaborative situation, in which one has to compromise on definition of clear cut working space.

Storying curriculum making in a collaborative research and teaching landscape

This paper describes part of an ethnographic research study that examined the Social Representations
of inclusion and stratification within Israeli elementary schools. These concepts derive from separate
theoretical sources. Inclusion is a central concept in educational thinking and research; stratification is
a frequently used term in sociology. Two other closely related concepts are exclusion, derived from
critical political research and teachers' differential behavior, an individual-centered concept derived
from psychological approaches. The use of Social Representations Theory (SRT) enabled us to
examine everyday life situations in schools through the prisms of sociological and psychological
approaches combining the collective and individual, and facilitate a new perspective. The findings
revealed a dichotomy in school life between inclusion and stratification. The declared school ideology
was that of inclusion and of objection to exclusion and to stratification, whereas the daily discourse and
the main school practice served the purpose of stratification. To cope with these incompatible
representations, the teachers developed different kinds of camouflage strategies expressed in their
school practice and daily discourse. Their strategies helped them deal with, solve or ignore the gap
between these two goals without seemingly choosing one goal over another. 
In the discussion I argue that these strategies structure the teacher’s world in order to reduce
the discomfort arising from this incompatibility, to turn the unfamiliar to familiar and to create
camouflaged reality in which they can live.

https://psr.iscte-iul.pt/index.php/PSR/article/download/300/261

Smadar Tuval

Papers

Negotiating a Team Identity through Collaborative Self-Study.

From the inside out: Learning to understand and appreciate multiple voices through telling identities

Conversations in a Collaborative Space: From stories to concepts to dimensions

Storying curriculum making in a collaborative research and teaching landscape

Teachers Living with Contradictions: Social Representations of Inclusion, Exclusion and Stratification in Israeli Schools