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.

Creativity: Flow and the Psychology of Discovery and Invention

LETTERS to the EDITORPhilosophy of science

Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It also includes instruction in traditional business disciplines such as management, marketing, information systems and finance. The purpose of this paper is to describe the design and introduction of a new program in Entrepreneurship at the University of Tasmania. Within this program the process and responsibility of learning has largely been reversed through the process of student centred learning. This method of learning represents a challenging departure from the traditional mainstream teaching practices. In considering the benefits achievable from this teaching method, this paper also considers the difficulties in transferring increased responsibility to students to manage their futures.

A contemporary approach to entrepreneurship education

Purpose – There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of entrepreneurial learning environments in order to suggest some important aspects that higher education institutions should consider.Design/methodology/approach – The paper presents a literature review and four previously published case studies. These are used for suggesting a hypothesis for further study.Findings – The pedagogical challenge is that entrepreneurial competencies are more holistic and psychologically oriented than traditional subject‐matter skills. Entrepreneurial skills are learned via pragmatic real life development projects. The paper presents several successful cases of entrepreneurial education programmes in higher education institutions. It proposes an entrepreneurial learning cycle that supports the development of entrepreneurial competencies.Research limitations/implications – The evidence presented is case...

Learning entrepreneurship in higher education

Purpose – The purpose of this paper is to discuss the measurement of entrepreneurial orientation (EO) in the student population of different academic programmes, in order to enhance entrepreneurship‐related procedures within universities.Design/methodology/approach – A survey‐based tool for measuring EO is presented and used in one university. The answers are explored using statistical methods.Findings – The results show that the survey provides the user with adequate data about EO within student groups. They also demonstrate that while entrepreneurial desire differs between academic programmes, actual EO results do not.Practical implications – In the paper it is suggested that the new information can be used for developing entrepreneurial courses as well as student selection procedures. Some modifications for the survey, as well as initiation of a wider research programme, are also proposed.Originality/value – The paper uses a traditional survey for EO in a novel setting, amongst university students. The...

Measuring entrepreneurial orientation of university students

Purpose – The importance of innovations in business management is a widely accepted hypothesis. Lately the research on innovation has widened to include consideration of the impact of social networks on the innovation. This paper aims to contribute to research on this approach by suggesting a framework for studying the social aspects of economic innovations.Design/methodology/approach – The paper discusses economic innovation as a product of organizational competencies, highlighting the importance of social network.Findings – This paper has three goals: we clarify the concept of economic innovation, we present the essential questions for studying the economic innovation process, and we present a proposal for an empirical approach and address problems in collecting data about economic innovations.Originality/value – The paper opens a new, socio‐psychological approach to studying the innovation processes. It proposes a holistic approach to the phenomenon by combining these with the material aspects of an or...

Framework to study the social innovation networks

Scientific findings have suggested a two-fold structure of the cognitive process. By using the heuristic thinking mode, people automatically process information that tends to be invariant across days, whereas by using the explicit thinking mode people explicitly process information that tends to be variant compared to typical previously learned information patterns. Previous studies on creativity found an association between creativity and the brain regions in the prefrontal cortex, the anterior cingulate cortex, the default mode network and the executive network. However, which neural networks contribute to the explicit mode of thinking during idea generation remains an open question. We employed an fMRI paradigm to examine which brain regions were activated when participants (n = 16) mentally generated alternative uses for everyday objects. Most previous creativity studies required participants to verbalize responses during idea generation, whereas in this study participants produced mental alternatives without verbalizing. This study found activation in the left anterior insula when contrasting idea generation and object identification. This finding suggests that the insula (part of the brain's salience network) plays a role in facilitating both the central executive and default mode networks to activate idea generation. We also investigated closely the effect of the serial order of idea being generated on brain responses: The amplitude of fMRI responses correlated positively with the serial order of idea being generated in the anterior cingulate cortex, which is part of the central executive network. Positive correlation with the serial order was also observed in the regions typically assigned to the default mode network: the precuneus/cuneus, inferior parietal lobule and posterior cingulate cortex. These networks support the explicit mode of thinking and help the individual to convert conventional mental models to new ones. The serial order correlated negatively with the BOLD responses in the posterior presupplementary motor area, left premotor cortex, right cerebellum and left inferior frontal gyrus. This finding might imply that idea generation without a verbal processing demand reflecting lack of need for new object identification in idea generation events. The results of the study are consistent with recent creativity studies, which emphasize that the creativity process involves working memory capacity to spontaneously shift between different kinds of thinking modes according to the context.

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Default Mode and Executive Networks Areas: Association with the Serial Order in Divergent Thinking.

This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice‐oriented academic subjects, a pragmatic approach to pedagogy, as well as the LbD action model, is effective and could be considered in several universities as the basis of philosophy of pedagogy.

Vesa Taatila

Papers

Learning entrepreneurship in higher education

Measuring entrepreneurial orientation of university students

Framework to study the social innovation networks

Default Mode and Executive Networks Areas: Association with the Serial Order in Divergent Thinking.

Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy