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

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.

Introduction 1.The Politics of Teachers and Texts. Teachers 2. Controlling the Work of Teachers 3. Teaching and 'Women's Work'. Texts 4. The Culture and Commerce of the Textbook. 5. Old Humanists and New Curricula. 6. Educational Reports and Economic Realities. 7. Is the New Technology Part of the Solution or Part of the Problem in Education? Conclusion 8. Supporting Democracy in Education.

Teachers and Texts: A Political Economy of Class and Gender Relations in Education

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Methods of critical discourse analysis

An Introduction to Functional Grammar(《功能语法导论》,简称《导论》)是Halliday的代表作。胡壮麟教授称此书为集中体现Halliday语言学思想的"集大成者"。这一点反映在三个方面:一是他在伦敦学派的基础上发展来的、关于系统和功能语言观的大量前期论述(包括来自学派内部诸多追随者的研究),二是

An Introduction to Functional Grammar的“集大成”地位

This paper will consider the relationship between engaged pedagogies and the development of what is referred to as independent skills, as well as active citizenship. The significance for their development in the context of the Irish teaching and learning context will be sketched, particularly at first and second level. In particular, the author will make reference to the Open Spaces for Dialogue and Enquiry Methodology (OSDE) which was developed at the Centre for the Study of Social and Global Justice (CSSGJ) at the University of Nottingham. The author's experience of engaging with this particular approach, especially as it pertains to the development of independent thinking skills and active citizenship will be discussed. It will involve a case study, as well as findings from a questionnaire that was distributed to the Open Spaces for Dialogue and Inquiry Network.

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Conversations on engaged pedagogies, independent thinking skills and active citizenship

This study examines various aspects of an effective teaching evaluation system. In particular, reference is made to the potential of Fink’s (2008) four main dimensions of teaching as a summative evaluation model for effective teaching and learning. It is argued that these dimensions can be readily accommodated in a Teaching Portfolio process. The Teaching Portfolio initiative that is in use for the Postgraduate Certificate Programme in Teaching and Learning in Higher Education at the National University of Ireland Galway is a case in point. The challenges encountered when attempting to develop mechanisms for the summative evaluation of quality teaching are explored, as well as some of the possibilities for their resolution.

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Toward a Summative System for the Assessment of Teaching Quality in Higher Education.

Drawing upon the writings of Maxine Greene and Paolo Freire, this article explores the necessary conditions for the advancement of education for democracy in the context of modern post-industrial societies, with a focus on schooling in the Republic of Ireland. The article charts a general topography of the Republic of Ireland in relation to the democratic project. For that purpose, particular attention will be paid to the changing influence of ‘theocentric’ and ‘mercantile’ ideologies of education. Educators are keenly aware of the relationality that exists between particular schooling practices and the flourishing of education for democracy. Conversely, they are also very conscious of the fact that certain schooling practices can severely impede the democratic project in society. In order to situate the study in teacher education practices, the article examines the potential of ‘service-learning’ to advance the project of education, especially with respect to its democratic remit.

Democratic Schooling Practices in the Republic of Ireland: The Gaps between the Rhetoric and Reality.

In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers' consideration and a discussion that adds to the perpetual flux of knowledge work.

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Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research

With the rise of network governance, and its concomitant fragmentation of public education systems across Europe, international studies have recommended teacher collaboration as a means to bring ed...

Timothy Murphy

Papers

Conversations on engaged pedagogies, independent thinking skills and active citizenship

Toward a Summative System for the Assessment of Teaching Quality in Higher Education.

Democratic Schooling Practices in the Republic of Ireland: The Gaps between the Rhetoric and Reality.

Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research

All in this together? The reconstitution of policy discourses on teacher collaboration as governance in post-crisis Europe: