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.

Mathematics cannot be treated solely as a logical construction or a matter of psychological interpretation. What is defined as school mathematics is shaped and fashioned by social and historical conditions that have little to do with the meaning of mathematics as a discipline of knowledge. To understand school conditions, the essay considers (1) the social and cultural issues that underlie the patterns of schooling; (2) the assumptions and implications of curriculum languages for teaching mathematics, and (3) the contradictory meaning of change and reform that underlie current efforts to improve instruction.

Institutional issues in the study of school mathematics: Curriculum research

Introduction: Educational Partnerships: An Introductory Framework B.M.Franklin M.Bloch & T.S.Popkewitz PART I: PARTNERSHIPS AND CHANGING PATTERNS OF GOVERNING Partnerships: The Social Pact and Changing Systems of Reasoning a Comparative Perspectives T.S.Popkewitz Partnership as a Floating and Empty Signifier within Educational Policies: The Mexican Case R.Buenfil Burgos PART II: BETWEEN THE STATE, CIVIL SOCIETY, AND EDUCATION Partnerships in a Cold Climate: The Case of Britain B.M.Franklin & G.McCulloch Educational Action Zones: Model Partnerships M.Dickson , S.Gewirtz , D.Halpin , S.Power & G.Whitty Partnerships-The Community Context in Miami M.Y.Baber & K.M.Borman with J.Avery & E.Amador PART III: SCHOOL REFORM AND PUBLIC-PRIVATE PARTNERSHIPS The Public-Private Nexus in Education H.M.Levin Governance and Accountability in the Michigan Partnership for New Education: Reconstructing Democratic Participation L.Fendler PART IV: GOVERNING AS A PROBLEM OF INCLUSION AND EXCLUSION Partnerships and Parents: Issues of Sex and Gender in Policy and Practice M.E.David Partnering to Serve and Save the Child with Potential: Re-examining Salvation Narratives within one University-School-Community 'Service-Learning' Project M.Bloch , I.Fang Lee , & R.L.Peach

Educational partnerships and the state : the paradoxes of governing schools, children, and families

Introduction Critical Traditions, Modernisms, and the "Posts"

Education governance and social integration and exclusion: Studies in the powers of reason and the reasons of power

Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting differences as the basis of practice. Democracy, however, according to Jacques Ranciere, only becomes visible when its partitioning is challenged under the opinion of equality. Yet, undoing the epistemological dogma of planning embodied in the notions of ‘critical’ and deliberative democracy might also involve confronting the comparative style of thought which provides the epistemological ‘rules’ that insert inequality as equality. Dele...

Thomas S. Popkewitz

Papers

Institutional issues in the study of school mathematics: Curriculum research

Educational partnerships and the state : the paradoxes of governing schools, children, and families

Introduction Critical Traditions, Modernisms, and the "Posts"

Education governance and social integration and exclusion: Studies in the powers of reason and the reasons of power

Democratic Education: An (im)possibility that yet remains to come