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.

This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contempo ...

Nostalgia, the future, and the past as pedagogical technologies

As part of the 25th anniversary of TRSE, 1 revisit the arguments made in this journal during the 1970s. My interest, as earlier, is in curriculum and the educational sciences as social and political practices, but I reposition the problem to examine the knowledge (systems of reason) as governing practices. Governing, drawing on post-modern theories, focuses on how political rationalities are brought into individual rules for action and participation. Power, from this perspective, is concerned with how knowledge disciplines and produces action. Pedagogy and research are governing practices. They function to socially administer the inner sensitivities and dispositions (the soul!) of the child. The concept of power as governing provides a way to rethink the principles for social policy related to inclusion/exclusion and curriculum, particularly the alchemy that occurs as the systems of reason of social science and history are brought from the spaces in which social sciences and history are practiced...

Knowledge, Power, and Curriculum: Revisiting a TRSE Argument

Profesionalización y formación del profesorado

Accountability: Critique and alternative perspective

Educational Governance and Social Inclusion and Exclusion: A Conceptual Review of Equity and Post-Modern Traditions

Thomas S. Popkewitz

Papers

Nostalgia, the future, and the past as pedagogical technologies

Knowledge, Power, and Curriculum: Revisiting a TRSE Argument

Profesionalización y formación del profesorado

Accountability: Critique and alternative perspective

Educational Governance and Social Inclusion and Exclusion: A Conceptual Review of Equity and Post-Modern Traditions