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

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their Western origins and because education contexts and learning approaches differ across cultures. Objectives This study evaluated PBL's cross-cultural applicability by investigating how it is applied in three medical schools in regions with different cultures in, respectively, East Asia, the Middle East and Western Europe. Specifically, it investigated how students' cultural backgrounds impact on SDL in PBL and how this impact affects students. Methods A qualitative, cross-cultural, comparative case study was conducted in three medical schools. Data were collected through 88 semi-structured, in-depth interviews with Year 1 and 3 students, tutors and key persons involved in PBL, 32 observations of Year 1 and 3 PBL tutorials, document analysis, and contextual information. The data were thematically analysed using the template analysis method. Comparisons were made among the three medical schools and between Year 1 and 3 students across and within the schools. Results The cultural factors of uncertainty and tradition posed a challenge to Middle Eastern students' SDL. Hierarchy posed a challenge to Asian students and achievement impacted on both sets of non-Western students. These factors were less applicable to European students, although the latter did experience some challenges. Several contextual factors inhibited or enhanced SDL across the cases. As students grew used to PBL, SDL skills increased across the cases, albeit to different degrees. Conclusions Although cultural factors can pose a challenge to the application of PBL in non-Western settings, it appears that PBL can be applied in different cultural contexts. However, its globalisation does not postulate uniform processes and outcomes, and culturally sensitive alternatives might be developed.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural backgrounds are expressed in discussions and shape students' discussion behaviors and skills. A comparative case study using problem-based learning as a student-centered model was conducted in three medical schools located in East Asia, Western Europe and the Middle East. Four cultural factors were found to potentially cause students, especially those in the non-Western schools, to refrain from speaking up, asking questions, and challenging others in discussions. Six contextual factors mediated the influence of the cultural factors. The findings were incorporated in a conceptual model. The conclusion seems justified that student-centered education is feasible in differen...

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Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures.

Letter to the editorOn caring

This study reports teacher and student experiences of problem‐based learning (PBL) in three Asian countries. PBL was introduced to provide an education that would allow students to compete successfully in a changing world. Student and tutor experiences were positive and PBL was seen to work extremely well, despite the typical problems that students can experience working in groups. However, conceptions of PBL varied between tutors, and PBL as a ‘method’ appeared to have limited utility for guiding teaching practice. There was evidence that students were developing useful knowledge and lifelong learning skills, but there were concerns about where this occurred in the PBL curriculum. We looked closely at the PBL tutorial in each programme, and how it lived up to the idea that it should be a key site for facilitating higher‐order thinking. We found that the tutorial was largely a space for reporting the outcomes of student inquiries, and there was little evidence for critical engagement. A key impediment to ...

Problem-based Learning in Asian Universities

Wan Hasmah Wan Mamat & Nur Munirah Teoh Abdullah (2013). Siri Kaedah Pengajaran dan Pembelajaran: Kemahiran Berfikir Kritis dan Kreatif. Kuala Lumpur: Dewan Bahasa dan Pustaka.

In this paper, a case study of an experienced teacher is highlighted illuminatingher understanding as a caring agent in the classroom, her caring ways toenhance teacher-student relationships and how she incorporated empathy as abasis of caring in her moral lessons. Methods such as non-participantobservations, semi-structured interviews, teacher’s journal and documentanalysis were adopted in over eight months of this study. The findingshighlighted teacher modelling, engaging students and pedagogical contentknowledge as central themes in teacher exhibiting care to students. In displayingcaring, it also accentuates the approaches the teacher embarked in developingempathy among the culturally diverse students in the classroom.

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Caring Teacher in Developing Empathy in Moral Education.

Wan Hasmah Wan Mamat, Sangeetajit Kuar & Chua Chu Tee (2014). Cabaran remaja membina integriti diri. Institut Integriti Malaysia, Dewan Bahasa dan Pustaka, Kementerian Pendidikan Malaysia, Kuala Lumpur: Dewan Bahasa & Pustaka.

/pdf/utilization-of-ict-by-moral-education-teachers-26z0xgvqx7.pdf

Wan Hasmah Binti Wan Mamat

Papers

Problem-based Learning in Asian Universities

Wan Hasmah Wan Mamat & Nur Munirah Teoh Abdullah (2013). Siri Kaedah Pengajaran dan Pembelajaran: Kemahiran Berfikir Kritis dan Kreatif. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Caring Teacher in Developing Empathy in Moral Education.

Wan Hasmah Wan Mamat, Sangeetajit Kuar & Chua Chu Tee (2014). Cabaran remaja membina integriti diri. Institut Integriti Malaysia, Dewan Bahasa dan Pustaka, Kementerian Pendidikan Malaysia, Kuala Lumpur: Dewan Bahasa & Pustaka.

Utilization of ICT by Moral Education Teachers.