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

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

This dissertation investigates the political, social, and religious influences on curriculum policy and social studies textbooks. It highlight the importance of historiography in the creation and transmission of national ideologies. This study focuses on three nations of the Indian Subcontinent, India, Pakistan, and Bangladesh, which share thousands of years of history, but who after 1947 have entertained distinct, often opposing visions of the past. In this context, historical interpretations, often characterized by omission, elision, and embellishment, may become standardized narratives used as justification for ethnic violence and military brinkmanship. The civic imperative to create patriotic citizens finds a malleable, teleological tool in the social studies. This study seeks to understand the sources of contentiousness which characterize the relationships between these often hostile nations where textbooks may be used as a site for negatively “othering” their neighbors. The first section deals with the history of education in the Subcontinent and background information about the research. The second section looks at the three countries in the Subcontinent, Bangladesh, Pakistan, and India. A brief conclusion attempts to tie them all together. History textbooks are narrated with the intent of developing students into patriotic, productive citizens. Examples from state-sponsored textbooks can illustrate the appropriation of history to reinforce national ideologies. When history is seen as a tool to mold a nation's youth, interpretations of historical events are often manipulated in response to current events, as heroes become villains across the borders of neighboring countries, and opposing political parties ​ within nations vie to control the grand narrative of the nation state. Department Curriculum and Instruction

Y. C. Rosser

Papers

Curriculum as destiny: forging national identity in India, Pakistan, and Bangladesh