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.

A travers l’exemple de travaux sur la jeunesse, dans le monde anglophone aux Etats-Unis et en Europe, l’auteur interroge la fabrication par les sciences de l’education de types d’humanite, de fictions sur les individus, de production d’individus comme theories, programmes ou actions qui doivent assurer leur developpement. Il ne s’agit plus de traiter ces etudes comme des donnees et des faits etablis, bases d’explication, mais de les considerer comme un evenement, une facon de penser et d’agir observable et situee historiquement, en croisant des approches historiques, discursives et ethnographiques des reformes scolaires et des sciences de l’education.L’analyse de l’elaboration de types d’humanite comme technologie de gouvernement montre les methodes de fabrication d’un sujet calculable et administrable qui peuvent produire une inegalite au nom meme du gouvernement de l’egalite. La recherche genere des theses sur les possibilites de vie et ces principes “abjectent”, rejettent les individus dans des espaces invivables. Cette approche est strategique pour une science sociale critique, a l’intersection de l’histoire, de la philosophie, des etudes politiques et culturelles, inspirees de la litterature francaise importee aux Etats-Unis, remettant en cause ses traditions de philosophie analytique et de structuralisme social.

La sociologie de l'éducation comme histoire du présent : fabrication, différence et abjection

In our introduction to the previous issue of this special double issue, we sought to situate the contributions by exploring and playing with Foucault’s notion of governmentality as it worked through the corpus of work in this guest-edited collection. Let us briefly refer back to those arguments in framing this second issue. The background to the contributions is a research seminar held in April 2011 at the School of Education, University of Wisconsin–Madison organized around the notion of governmentality. Our focus is to reverse the concern with the “author” as the origin of reflection and the actions for change. In contrast, it is to use governmentality as a style of reasoning about the complex movements of practices about what is “seen,” thought about, and recognized for illumining our own predicaments. Governmentality in this double issue, then, enters into a conversation with other readings as epistemological principles are translated and assembled in different cultural spaces. The contributions offer an intervention in thinking about the problematics of research in at least two dimensions. The first is to offer questions and insights into the educational practices that are alternative to those

Thomas S. Popkewitz

Papers

La sociologie de l'éducation comme histoire du présent : fabrication, différence et abjection

Guest Editors’ Introduction. Engaging in Foucault’s Governmentality and Styles of Reasoning: A Short Summary

Une perspective comparative des partenariats, du contrat social et des systèmes rationnels émergents

Getting the Numbers Right

Comparative Reasoning, Fabrication, and International Education Assessments: Desires about Nations, Society, and Populations