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.

The empirical and political ‘fact’ of theory in the social and education sciences

Professionalization, academic discourses and changing patterns of power

My discussion focuses on the cultural practices of graduate studies I call these cultural practices rather than ‘themes’ or topics to consider a program of conduct through which rules and standards of reason are generated to produce a ‘graduate’ My assumption of graduate studies is that it embodies strategies of disrupting the complacency of the assumption of the progressive character of the present society and the established rules that normalize conduct Section One is historical, considering university graduate studies as concerned with the management of society constituted by the agency and empowerment of the citizen Section Two focuses on the cultural conditions for critical strategies that interrogate the systems of reason that shape and fashion what we are and might be I speak of this focus as a form of resistance The final and third section uses an autobiographical genre to consider further the cultural conditions of knowledge My focus is on learning how we think about and ask questions, and on learning to read closely and historically in dislodging the ordering principles of schooling

The Non-Bricks and Non-Mortar of an intellectual culture: My Americanization Story of Graduate Education

espanolLos profesionales y la profesionalizacion son palabras que circulan en los discursos internacionales acerca de la mejora de las escuelas y de la ensenanza. Este trabajo se centra en la profesionalizacion como una cuestion de poder. Explora historicamente la relacion que mantienen las profesiones y la educacion con la reestructuracion del Estado. Lo que es mas, la profesionalizacion es considerada como un conjunto de estrategias de regulacion dentro de la ensenanza. Las estrategias de regulacion guardan relacion con la funcion de la investigacion y los discursos academicos. Sostengo que los discursos academicos acerca de las profesiones son algo mas que meros sistemas de interpretacion y explicacion del mundo de la escolarizacion. Mediante un conjunto complejo de relaciones entre los campos politicos, ocupacionales y las ciencias educativas, los metodos de las disciplinas academicas organizan las identidades de los maestros y las de sus 'clientes'. Las ideas acerca de la ensenanza 'le dicen' a los maestros que son los ninos y que tienen que ser: los discursos acerca de la didactica y de la infancia generan principios sobre como tienen que administrar los maestros a los ninos. Los principales que ordenan la ensenanza son resultado del poder y por tanto tienen importancia politica. La pedagogia produce divisiones, distinciones y un continuo de valores cuyo efecto es excluir de y descalificar para la participacion a ciertos ninos. Esta cuestion de poder en las profesiones y en la profesionalizacion presenta una dualidad en los esfuerzos de reforma actuales. Por un lado, se consideran las estrategias profesionales a la hora de ganar estatus, privilegios culturales y ventajas economicas, especialmente en una profesion dominada por mujeres. Pero a la vez el profesionalismo es tambien una estrategia desde arriba que funciona a fin de regular la construccion de identidades dentro de la ensenanza EnglishProfessionals and professionalization are words that circulate within international discourses about the improvement of schools and teaching. This paper focuses on professionalization as an issue of power. The explores historically the relation of professions and education to the restructuring of the state. Further, professionalization is considered as a governing strategies within teaching. The governing strategies are related to the function of academic discourses and research. Academic discourses about professions, I argue, are more than systems to interpret and explain the world of schooling. Through a complex, set of relations among political, occupational fields and educational sciences, the problem-solving methods of academic disciplines organize the identities of teachers and their 'clientes'. The ideas of teaching 'tell' the teacher what children are and are to be: discourses about didactics and childhood generate principles about how teachers are to administer children. The principles that order teaching are the results of power and therefore politically important. Pedagogy produces divisions, distinctions and a continuum of values whose effect is to disqualify and exclude certain children from participation. I pursue this issue through examining the idea of professions and professionalism at the turn of the century and in contemporary educational reforms, particular efforts to make the constructivist, participatory teacher. This issue of power in professions and professionalization has a duality in current reform efforts. Professional strategies are considered to gain status, cultural privilege and monetary advantages, particular in an occupation dominated by women. But professionalism is algo a strategy from above thar functions to govern the construction of identities within teaching

https://dialnet.unirioja.es/descarga/articulo/117947.pdf

Thomas S. Popkewitz

Papers

The empirical and political ‘fact’ of theory in the social and education sciences

Professionalization, academic discourses and changing patterns of power

The Non-Bricks and Non-Mortar of an intellectual culture: My Americanization Story of Graduate Education

La profesionalización, el gobierno del profesor y conocimiento académico: algunas notas comparativas

Children, Citizens, and Promised Lands: Comparative History of Political Cultures and Schooling in the Long 19th Century