Imagined communities: Reflections on the origin and spread of nationalism

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

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

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Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

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.

Two literatures have shaped much of the writing in the educational foundations over the past two decades: Critical Thinking and Critical Pedagogy. Each has its textual reference points, its favored authors, and its desired audiences. Each invokes the term "critical" as a valued educational goal: urging teachers to help students become more skeptical toward commonly accepted truisms. Each says, in its own way, "Do not let yourself be deceived." And each has sought to reach and influence particular groups of educators, at all levels of schooling, through workshops, lectures, and pedagogical texts. They share a passion and sense of urgency about the need for more critically oriented classrooms. Yet with very few exceptions these literatures do not discuss one another. Is this because they propose conflicting visions of what "critical" thought entails? Are their approaches to pedagogy incompatible? Might there be moments of insight that each can offer the other? Do they perhaps share common limitations, which through comparison become more apparent? Are there other ways to think about becoming "critical" that stand outside these traditions, but which hold educational significance? These are the questions motivating this essay.

Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits

The Spatial Politics of Urban and Rural Education The Soul as the Achievement of Teaching The Alchemies of Pedagogy The Wisdom of Teacher Practice as a Normalizing Techology Alchemy, Imaginary School Subjects, and the Governing of Space The Spatial Politics of Knowledge and the Racialization in Teaching.

Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher

In this volume, the editors have brought together prominent international contributors to examine the relevance of Foucauldian thought on educational theory, practice and institutional life. The result is a diverse collection that offers broad and engaging analyses of how power and knowledge are configured in the practices and norms of schooling. This text not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault's theories are arrayed in the everyday life of schools. Contributors include: Bernadette Baker; David Blacker; Marie Brennan; Lynn Fendler; Jennifer Gore; Bill Green; Sakari Heikkinen; Kenneth Hultqvist; Ingolfur Asgeir Johannesson; Mimi Orner; Thomas Popkewitz; David Shaafsma; David Shutkin; Jussi Silvonen; Hannu Simola; Judith Rabak Wagener; and Lew Zipin.

Foucault's Challenge: Discourse, Knowledge, and Power in Education

This book examines the issues of critical thinking traditions within education The authors were invited to contribute essays critically analysing the changing nature of education theory and exploring a broad range of 'disciplined theories that question the ways in which power works through the discursive practices and performances of schooling' Following an introduction by Thomas S Popkewitz, the monograph contains the following essays: A social epistemology of educational research / Thomas S Popkewitz; Critical thinking and critical pedagogy: relations, differences and limits / Nicholas C Burbules and Rupert Berk; Emergent identity versus consistent identity: possibilities for a postmodern repoliticization of critical pedagogy / Siebren Miedema and Willem L Wardekker; Critical theory and political sociology of education: arguments / Carlos Alberto Torres; Philosophy of education, Frankfurt critical theory, and the sociology of Pierre Bourdieu / Staf Callewaert; The mode of information and education: insights on critical theory from Michel Foucault / James D Marshall; Making trouble: prediction, agency, and critical intellectuals / Lynn Fendler; (Dis)locating thoughts: where do the birds go after the last sky? / Pradeep A Dhillon; Reconstructing Dewey's critical philosophy: toward a literary pragmatist criticism / Lynda Stone; and Critical education and the liberal arts / Jo Anne Pagano

Critical Theories in Education : Changing Terrains of Knowledge and Politics

The author investigates the discourse of contemporary educational reform using a thematic perspective (rather than a chronological one) of 19th- and 20th-century history. The book begins with an examination of the central conceptual and historical issues in the study of educational change.

Thomas S. Popkewitz

Papers

Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits

Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher

Foucault's Challenge: Discourse, Knowledge, and Power in Education

Critical Theories in Education : Changing Terrains of Knowledge and Politics

A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research