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 a variety of national contexts, there have been discussions about the changing relations of the state to the educational arena. Often, these discussions talk about centralization and decentralization of the state or of the devolution of power, the latter referring to shifts in the loci of power to geographically local contexts, for example through community governance of education. These discussions, it is argued in this essay, tend to position state power as dualistic, pitting one set of actors against another without inquiring into the patterns that locate different actors. The structuring of oppositions between state and civil society, public and private, government and economy does not adequately characterize the diverse ways that rule is exercised. The purpose in this essay is to relocate the problem of the state in the problematic of governing; to consider the state as networks of relations among various actors and discursive strategies that regulate and discipline the citizen. Pedagogy is explor...

Rethinking decentralization and state/civil society distinctions: the state as a problematic of governing 1

The child, family, and community are sacred sites of modern politics and social welfare systems. Family values are what modern social reformers retort will bring national consensus and fight cultural disintegration. The health and the sanctity of the child are said to be pivotal for national preservation, social regeneration, and the progress of humankind. But the family and child are not just there to beguile and to recoup a paradise lost. The family, the school, and the community are historical sites of governing. This governing is not only the institutional procedures or organizational practices that provide the welfare “nets” for the family or to enable the education of the child. From the late eighteenth century, the child, family, and community have been subjects of regulating the intimate relations interests and aspirations as an instrument of regulating populations. “[T]he family becomes an instrument rather than a model: the privileged instrument for the government of the population and not the chimerical model of good government” (Foucault, 1978/1991, p. 100). The governing is embodied in linking of the development of the rationally ordered life of the child and family with the “political will” and progress of the nation.2

Governing the Child and Pedagogicalization of the Parent

Critical Studies in Teacher Education : Its Folklore, Theory and Practice

This essay focuses on the systems of “reason” in the educational sciences. It examines today's image of the constructivist teacher and child who, from different ideological agendas, collaborate and “construct knowledge” in a decentralized system of education. This image, it is argued, is an effect of power. It functions historically as a governing practice that links political rationalities about progress to the construction of individual identities. Contemporary research inscribes a 19th-century premise that the purpose of research is the social administration of the subjects (and subjectivities). This administration embodies a redemptive culture that promises empowerment and emancipation, but the particular scaffolding of ideas functions to consolidate and conceal power relations as the educational sciences inscribe “action,” “practice,” and “the soul.”

The Culture of Redemption and the Administration of Freedom as Research

This paper explores the intersection of curriculum studies/curriculum history/curriculum theory through the study of systems of reason that order reflection and action. Words about ‘learning’, ‘empowerment’, ‘problem‐solving’, ‘self‐realization’, ‘community’, and so on, are not merely there in order that educators should ‘grasp’ some reality to act upon. The words are made intelligible and ‘reasonable’ within historically‐formed rules and standards that order, classify, and divide what is ‘seen’ and acted on in schooling. These rules and standards of reason are effects of power and the political of schooling. The first section explores this notion of the political and reason, considering curriculum as a double gesture. One gesture is the hope of schooling. The gesture of hope embodies fears of dangers, and dangerous populations. The latter, dangerous children, are placed in in‐between spaces—the immigrant, the poor, the disadvantaged who are to be included, yet defined as different and abjected. The phras...

Thomas S. Popkewitz

Papers

Rethinking decentralization and state/civil society distinctions: the state as a problematic of governing 1

Governing the Child and Pedagogicalization of the Parent

Critical Studies in Teacher Education : Its Folklore, Theory and Practice

The Culture of Redemption and the Administration of Freedom as Research

Curriculum study, curriculum history, and curriculum theory: the reason of reason