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.

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

National Science Education Standards

Truth and method

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9–12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally.

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Making Learning Fun: Quest Atlantis, A Game Without Guns.

This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world. [critical ethnography, participatory design, action research, instructional design]

Critical Design Ethnography: Designing for Change

Although the work of learning scientists and instructional designers has brought about countless curricula, designs, and theoretical claims, the community has been less active in communicating the explicit and implicit critical social agendas that result (or could result) from their work. It is our belief that the community of learning scientists is well positioned to build transformative models of what could be, to develop learning and teaching interventions that have impact, and to advance theory that will prove valuable to others. This potential, we argue, would be significantly heightened if we as a community embrace the critical agendas that are central to so many discussions in anthropology, philosophy, or even curriculum development more generally. Instead of simply building an artifact to help individuals accomplish a particular task, or to meet a specific standard, the focus of critical design work is to develop sociotechnical structures that facilitate individuals in critiquing and improving the...

/pdf/our-designs-and-the-social-agendas-they-carry-2x4wi44jdr.pdf

Our Designs and the Social Agendas They Carry

The Quest Atlantis Project: A Socially-Responsive Play Space for Learning

Education is about revealing possibility and exciting passions, empowering learners with the disciplinary expertise to meaningfully act on problematic contexts in which applying disciplinary knowledge is important. Toward this end, we have been using gaming methodologies and technologies to design curricular dramas that position students as active change agents who use knowledge to inquire into particular circumstances and, through their actions, transform the problematic situation into a known. Unlike more traditional textbooks designed to transmit facts or micro-stories, our focus is on building interactive experiences in which understanding core concepts, such as erosion or the idea of metaphor, and seeing oneself as a person who uses these to address personally meaningful and socially significant problems is valued. It is the explicit goal of this manuscript to communicate this power of educational videogames, as well as the design steps that we have been using to make this happen. DOI: 10.4018/jgcms.2010010102 18 International Journal of Gaming and Computer-Mediated Simulations, 2(1), 17-30, January-March 2010 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. choices. From a design focus, our interest is in (1) legitimizing the key disciplinary content to be learned; (2) positioning the person as an individual with an intention to transform the content; and (3) designing the learning environment as a context in which actions are consequential. The challenge underlying our work is how to use videogames to connect disciplinary content with those situations in which it has personal and functional value. Toward this end, and as part of our design of a multiuser virtual environment called Quest Atlantis (see http://QuestAtlantis.Org), we have developed a theory around the power of transformational play. Playing transformationally involves taking on the role of a protagonist who must employ conceptual understandings to understand and, ultimately, make choices that have the potential to transform a problematic context. For example, in one of our extensively researched designed worlds, a student becomes a scientist, examining the water quality of the green, murky water in a virtual river (Barab, Sadler, Heiselt, Hickey, & Zuiker, 2007; Barab, Zuiker, et al., 2007). In another context, a student becomes a statistician using measures of center to analyze various choices and help a mayor make the best choices (Gresafli, Barab, Siyahhan, & Christensen, 2009). In still another context, the player becomes an investigative reporter, assembling evidence by talking to game characters to build a persuasive argument for the town newspaper (Barab et al., 2009). Elsewhere, we have discussed the role of transformational play in supporting learning and, in particular, how our designs support transformational play (Barab, Gresalfi, & Ingram-Goble, 2009; Barab, Gresalfi, & Arici, in press). Here, we focus more specifically on how educational games can be disciplinary worlds, and game play can become a way of disciplinizing the world (cf. Roth, 1994; Hoyles, Noss, & Pozzi, 1999)—using disciplinary content as a tool to understand and take actions on problems in the world. The goal of this manuscript is to elaborate on this theoretical stance and to share design strategies that have usefully guided the worlds we have created and have been used in hundreds of 4th-8th grade classrooms worldwide.

Tyler Dodge

Papers

Making Learning Fun: Quest Atlantis, A Game Without Guns.

Critical Design Ethnography: Designing for Change

Our Designs and the Social Agendas They Carry

The Quest Atlantis Project: A Socially-Responsive Play Space for Learning

Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum