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

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

The Social Psychology of Organizations.

A technique is presented for deforming solid geometric models in a free-form manner. The technique can be used with any solid modeling system, such as CSG or B-rep. It can deform surface primitives of any type or degree: planes, quadrics, parametric surface patches, or implicitly defined surfaces, for example. The deformation can be applied either globally or locally. Local deformations can be imposed with any desired degree of derivative continuity. It is also possible to deform a solid model in such a way that its volume is preserved.The scheme is based on trivariate Bernstein polynomials, and provides the designer with an intuitive appreciation for its effects.

Free-form deformation of solid geometric models

A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.

Design Prototypes: A Knowledge Representation Schema for Design

Cyberspace, an information space created through ubiquitously networked computers, has been transformed from fiction to fact in the past decade thanks to the advent of the World Wide Web. Although it can only be experienced through the mediation of computers, it is quickly becoming an alternative stage for everyday economic, cultural, and other human activities. As such, there is a potential and a need to design it according to architectural principles, rather than the prevailing document (page) metaphor. This need is most evident in learning environments, which rely on social and contextual attributes as much as they rely on content. This paper describes the underlying theory and our efforts to develop such virtual learning environments, and the software that allows users to access and inhabit them.

/pdf/virtual-learning-environments-3dqdggvj8f.pdf

Virtual Learning Environments

The use of new media in the service of cultural heritage is a fast growing field, known variously as virtual or digital heritage. New Heritage, under this denomination, broadens the definition of the field to address the complexity of cultural heritage such as the related social, political and economic issues. This book is a collection of 20 key essays, of authors from 11 countries, representing a wide range of professions including architecture, philosophy, history, cultural heritage management, new media, museology and computer science, which examine the application of new media to cultural heritage from a different points of view. Issues surrounding heritage interpretation to the public and the attempts to capture the essence of both tangible (buildings, monuments) and intangible (customs, rituals) cultural heritage are investigated in a series of innovative case studies.

New Heritage: New Media and Cultural Heritage

Computer-aided design (CAD) technology has already changed the practice of architecture, and it has the potential to change it even more radically. With Architecture's New Media, Yehuda Kalay offers a comprehensive exposition of the principles, methods, and practices that underlie architectural computing. He discusses the aspects of information technology that are pertinent to architectural design, analyzes the benefits and drawbacks of particular computational methods, and looks at the potential of emerging computational techniques to affect the future of architectural design.CAD technology, introduced in the postwar era and adopted in everyday architectural practice beginning in the 1970s, is now so indispensable that, as William Mitchell observes in his foreword, architectural practice without it is "as unimaginable as writing without a word processor." Yet, Kalay argues, it has had little qualitative effect. This book provides a detailed introduction for practitioners, educators, students, and researchers to aspects of CAD that go beyond the improvements in drafting, modeling, and rendering for which it is commonly used. Computer-aided architectural design (CAAD) is capable of modeling and manipulating objects (not merely their graphical representations), reasoning about and predicting performance of design solutions, generating new design solutions through algorithmic and other methods, managing vast amounts of information, and taking advantage of opportunities offered by the Internet for collaboration across time and space and for design of the virtual "space" of the Internet itself.Architecture's New Media covers five main topics: design methods and computer technology and the relationship between computers and design; the principles of communication and representation; generative design methods; the advantages of computational methods for predicting and evaluating the performance of design solutions; and current and future developments in technology, including collaborative design, intelligent design assistants, construction automation, and virtual design environments.

Yehuda E. Kalay

Papers

Virtual Learning Environments

New Heritage: New Media and Cultural Heritage

Architecture's New Media: Principles, Theories, and Methods of Computer-Aided Design

The impact of information technology on design methods, products and practices

Performance-based design