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.

In an important book about numbers and social affairs, Theodore Porter (1995) begins by asking: “How are we to account for the prestige and power of quantitative methods in the modern world? How is it that what was used for studying stars, molecules and cells would have attraction for human societies?” To consider these questions, Porter continues that only a small proportion of numbers or quantitative expressions have any pretence of describing laws of nature or “even of providing complete and accurate descriptions of the eternal world” (Porter 1995: viii–ix). Numbers, he argues, are parts of systems of communication whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The objectivity of numbers appears as mechanical, following a priori rules that project fairness and impartiality, numbers are seen as excluding judgment and mitigating subjectivity.

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Statistics Reasoning and Its “Acting” in Educational Policy

In general, research findings on the emergence of international assessments focus on the time period after 1990. Indeed, after the fall of the Iron Curtain in 1989, the internationalization of education policies and particularly the inclination for assessment by so-called international experts became dominant, symbolized not least by the OECD’s publication of the first issue of Education at a Glance 1992: OECD Indicators (OECD, 1992). This is an indication of a ‘comparative turn’, based on international indicators that allow evaluation of the individual educational systems (Martens, 2007). However, this chapter argues that what becomes visible after the end of the Cold War is less the emergence of something new—brainchild of a neoliberal ideology of globalization, for instance—but more a materialized expression of a Cold War grid of thinking. In support of this thesis, after providing some contextual information, the chapter identifies three stages in the development of international education indicators in the 1960s—namely, first, the idea and vision of forecasting (largely quantitative description), then, under the catchwords of development and growth, the commitment to planning with regard to defined (quantitative) benchmarks, and, last, the idea of management, meaning fundamentally changing the whole school systems on all levels, foremost its quality, leading eventually to a quantification of school quality, and by that contributing to overall attempts at social engineering, based upon defined indicators.

Producing the ‘right kind of people’: the OECD education indicators in the 1960s

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Le raisonnement statistique, le gouvernement de l'éducation, et l'inclusion et l'exclusion sociale

The Impracticality of Practical Knowledge in Educational Research

This book honors and is in memorial to Kenneth Hultqvist who helped initiate the broader research project to which this volume contributes. This book examines changes in the politics of knowledge in modern social life. The contributors provide important interventions in contemporary discussions about power, change, and the challenges that were raised in the Enlightenment about knowledge, reason, and the possibilities of humanity. The studies in the book examine a range of social programs and educational reforms to understand their implications, assumptions and consequences. Firstly, the chapters contribute to an international discussion on the historical relationships between social change, political rationalities, and the technologies of the self in a range of social life that included pedagogy. Secondly, the book offers new ways of studying and understanding the relation of the welfare state, social and education sciences, and todays configurations of liberal governing. Thirdly, the discussion brings into focus and critiques the distinctions of social and educational theories that differentiate "context" and programs, divides discourse from the "real", separates the subjective and objective and the personal and the public, and disconnects civil society from the state "reason" in modern government. "Trots sin ojamnhet ar boken val vard att lasa. Ansatsen bidrar till att skapa utrymme for reflektion kring var samtid och de satt varpa vi talar om skola, utbildning och framtid. Hur kommer det sig att vi talar om ett kunskapssamhalle? Vad har gjort ett sadant talesatt mojligt och vad for effekter i form av exkluderingspraktiker har det? Det ar fragor som kan relateras till den forhoppning forfattarna har om att boken och det forskningsprojekt boken ar kopplad till skall leda till 'an expanded, problematizing discussion of ongoing changes in the politics of knowledge in modern social life' (s 17). En god ambition som andas kritik i form av exempel i motsats till en mer grundlaggande och foreskrivande kritik, nagot som inte ar allt for vanligt i utbildningsvetenskaplig forskning idag."

Thomas S. Popkewitz

Papers

Statistics Reasoning and Its “Acting” in Educational Policy

Producing the ‘right kind of people’: the OECD education indicators in the 1960s

Le raisonnement statistique, le gouvernement de l'éducation, et l'inclusion et l'exclusion sociale

The Impracticality of Practical Knowledge in Educational Research

"Future Is Not What It Appears To Be" : pedagogy, genealogy and political epistemology : in honor and in memory of Kenneth Hultqvist