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.

Teacher Education and the Professional Perspectives of Student Teachers.

In the past decade, important struggles about the production of knowledge have taken place in history, the social sciences, and education. These struggles involve more than the “knowledge interests” that Habermas pointed to in the 1970s; instead, they point to important epistemological ruptures in the doctrines of “reason” that have dominated social and political debates since the late 19th century. This questioning reaches into the presuppositions of progress and power underlying intellectual work.This article explores some of the main features of the controversies about knowledge by turning first to certain assumptions that guided social theory at least since the 19th century. The assumptions relate, for example, to the focus on human action (and agents) as purpose or explanation of theory, to the conceptualization of space and time, to the introduction of change as a problem of the administration of time (the control of process and development), and to the inscription of political and social doctrines ...

A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research

(2000). Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and research1. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 1, pp. 5-44.

Thomas S. Popkewitz

Papers

Teacher Education and the Professional Perspectives of Student Teachers.

A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research

Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and research1

Paradigm and Ideology in Educational Research: The Social Functions of the Intellectual

Educational knowledge : changing relationships between the state, civil society, and the educational community