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.

Ideology and social formation in teacher education

The paper explores the fabrications of human kinds in pedagogical research. It examines the social and psychological sciences of education as producing independent spaces for the study of people in order to act on them and as a cultural thesis for people to act for themselves. Further, it explores the principles generated about who the child is and should be. It is argued that the making of human kinds embodies particular historically generated modes of representing the possibilities of life; and these modes function to divide, differentiate and abject particular qualities of people and populations into unlivable spaces. This comparativeness produces inequality as it strives for equality. The analysis engages educational studies in a conversation with history, philosophy, political and cultural studies that draw on particular European studies brought into the US to challenge its philosophical, analytical and social/psychological traditions.

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The sociology of education as the history of the present: Fabrication, difference and abjection

Changing patterns of power : social regulation and teacher education reform

This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: * globalising policy and research in education * steering education research in national contexts * global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.

Education research and policy : steering the knowledge-based economy

Introduction: Educational Restructuring: (Re)thinking The Problematics Of Reform, Sverker Lindblad and Tom Popkewitz. Part I: Internationalization And Globalization Of Education. Changing Patterns Of Power: Rethinking Decentralization In The Educational Reform In Taiwan, Yang-tien Chen. Educational Restructuring And The Reshaping Of School Governance In Argentina, Ines Dussel. Education Restructuring: Governance In The Narratives Of Progress And Denials, Sverker Lindblad and Tom Popkewitz. Theorizing The Global Convergence Of Educational Restructuring, Fazal Rizvi. Part II: Education Restructuring In Different Contexts. Governance By Spin: The Case Of New Labour And Education Action Zones In England, Sharon Gewirtz, Marny Dickson and Sally Power. The Modern Teacher: A Textual Analysis Of Educational Restructuration, Meg Maguire. Responsiveness And Innovation In Higher Education Restructuring: The South African Case, Johan Muller. Education Restructuring In France: Middle-class Parents And Educational Policy In Metropolitan Contexts, Agnes Van Zanten. Creating A Discourse For Restructuring In Detroit: Achievement, Race, And The Northern High School Walkout, Barry M. Franklin.

Thomas S. Popkewitz

Papers

Ideology and social formation in teacher education

The sociology of education as the history of the present: Fabrication, difference and abjection

Changing patterns of power : social regulation and teacher education reform

Education research and policy : steering the knowledge-based economy

Educational restructuring : international perspectives on traveling policies