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.

Philosophy of Education, Frankfurt Critical Theory, and the Sociology of Pierre Bourdieu

(2004). Educational Standards: Mapping Who We Are and Are to Become. Journal of the Learning Sciences: Vol. 13, No. 2, pp. 243-256.

Educational Standards: Mapping Who We Are and Are to Become

Our text is focusing on two central knowledge problematics. First, the relation between education and a specific technology, framed by ideologies on modernity and meritocracy, understood as a selection to different and hierarchical positions in society by means of education performances. Second, the development and expansion of national, regional and international assessments and the increasing use of them within educational practice, policy and bureaucracy is acknowledged. In doing so we note that an historical tradition within education to compare and use data evolved into a specific technology for framing education with a centrality of numbers. Educational numbers came as such to be transformed from representations of education into education per se. This could happen due to societal historical connections to reasoning about modernity and meritocracy, which were considered as central in the development of the state and society. Porter (1995) is making an argument about that the reason that numbers came to be central in the development of society had to do with that numbers are perceived as «objective» and as such «neutral», but in reality this is in many respect false, and even contradictory. Instead, numbers should be perceived as a technology of steering and managing society and the state, a technology based on connotations of «objectivity», but also as a technology of distance and neutrality. What we are making an argument about is connected to Porters statements. We state that comparisons and the use of numbered data for describing education dependent on parallel societal processes, in science, society and state, came to be transformed into that numbered data on education came to be perceived as education per se. This development can be described in several aspects, but we are primarily describing it through emphasizing some historical comparative and data aggregative collaborations within science and governmental organizations and later the growing importance of transnational agencies and international, regional and national assessments. How to reference this article Pettersson, D., Popkewitz, T. S., & Lindblad, S. (2016). On the Use of Educational Numbers: Comparative Constructions of Hierarchies by Means of Large-Scale Assessments. Espacio, Tiempo y Educacion , 3(1), 177-202. doi: http://dx.doi.org/10.14516/ete.2016.003.001.10

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On the Use of Educational Numbers: Comparative Constructions of Hierarchies by Means of Large-Scale Assessments

The question of the social function of educational reform is addressed. While educational reform seems to imply change, in fact it serves as a kind of ritual, providing the outward appearance of sc...

Educational Reform as the Organization of Ritual: Stability as Change*:

This paper elaborates on a systematic research review containing 11,000 articles on international large-scale assessment (ILSA) research. Several activities operating under the ‘formal radar’ of science and governmental policy are observed, which we analytically name ‘grey zone’ activities. These activities are historicised, presented and discussed. An analytical division into three different reasons for performing the activities is made: an entrepreneurial policy reason, an entrepreneurial profitable reason and an appurtenance reason. This division highlights some of the actors in the educational grey zone. The paper is theoretical and elaborative, and contains examples of the activities that can be found in a grey zone.

https://tandfonline.com/doi/pdf/10.1080/20020317.2017.1316181

Thomas S. Popkewitz

Papers

Philosophy of Education, Frankfurt Critical Theory, and the Sociology of Pierre Bourdieu

Educational Standards: Mapping Who We Are and Are to Become

On the Use of Educational Numbers: Comparative Constructions of Hierarchies by Means of Large-Scale Assessments

Educational Reform as the Organization of Ritual: Stability as Change*:

In the grey zone: large-scale assessment-based activities betwixt and between policy, research and practice