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1.
Abstract

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience (1934). The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing (as art) does within the experience of a reader and writer it considers three specific learning situations. Firstly there is an examination of a five-year old child’s experience of shared communication through the story of Horton the Elephant. Secondly there is an account of the responses of an 11-year-old child to poetry in a 1950s classroom setting, and later reconstructions of those experiences by the child as adult. Thirdly, the paper extends to intensive writing with 12 to 13-year-old children. The focus is on the process of learning via acts of expression as aesthetic experiences. Through art as experience the child develops perceptions that recover a coherence and continuity of aesthetic experience in art as in everyday life.  相似文献   

2.
Abstract

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education (1916) it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education.  相似文献   

3.
ABSTRACT

The authors consider in this critical paper that claims that human agents experience things-in-the-world as the same are deeply flawed as these accounts misconstrue and fail to appreciate the phenomenology of embodied subjectivity. To overcome these complex problems they outline how phenomenology can reach beyond positivist and standardised approaches to classroom learning and assessment and offer a broader and more encouraging perspective. They consider that the naturalistic account of subjectivity advanced by Merleau-Ponty provides a theoretically sound basis for understanding experiences better and for embodiment to become more central to educational aims. In developing their position they detail how recognising changes in Merleau-Ponty’s thinking over time are crucial for appreciating the nature of embodied subjectivity. Thereafter, they highlight and exemplify how practical approaches based on a phenomenological reduction of seeking, sensing and seeing could enhance the centrality of embodied subjectivity in contemporary education.  相似文献   

4.
ABSTRACT

In her recent book, All Must Have Prizes, Melanie Phillips makes several claims about the ‘disastrous’ influence that John Dewey had on education in the UK. The problem is that Phillips gets Dewey quite wrong. She is, of course, not alone in her misreading of Dewey. Using Phillips as a point of departure, I present several misinterpretations of Dewey. Specifically, Phillips and others make the following claims: (1) Dewey promoted ahistoric and cultureless education; (2) Dewey sacrificed knowledge, facts, and subject matter to skills and processes; (3) Dewey rejected the authority of teachers. I point out how Dewey speaks explicitly to each of these assertions.  相似文献   

5.
Abstract

There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant for their approach. This article explores what might count as educational in the practice of children ‘doing’ philosophy, by reconsidering Dewey’s notion of ‘experience’. The educational desire to generate inquiry, thought and democracy is not lost, but a view that philosophy takes its impetus from wonder is introduced to help re-evaluate what might count as educational experience in a Deweyan sense.  相似文献   

6.
The principles of interaction and continuity (intersection between experience and education) form a major part of John Dewey’s philosophical discourse. According to Dewey, these principles determine the quality of educative experience for meaningful life‐long learning. In this article, I argue that nowhere is the relationship between experience and education better illustrated than in Carter G. Woodson’s work, The mis‐education of the Negro, and in Malcolm X’s intrinsic life experiences.  相似文献   

7.
Abstract

The project method became a famous teaching method whenWilliam Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick’s project method is to try to explain how pupils learn things when they work in projects toward different common objects.The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey’s problem-solving method. Are Kilpatrick’s project method and Dewey’s problemsolving method the same thing? The aim of this article is to analyze and prove that Kilpatrick’s project method differs radically from Dewey’s problem-solving method.  相似文献   

8.
Abstract

In this article, I will describe how the Utopians whom John Dewey once referenced are possibly the ancestors of Indigenous peoples, in this case, ancestors of the Diné. I will describe a Diné philosophy of education through the Kinaa?dá ceremony which was the first ceremony created by the Holy People of the Diné to ensure the survival of the people. I frame this ceremony as an educational experience that illuminates the similarities between the Diné and Utopian philosophies of education. It is through an understanding and experiencing of the Kinaa?dá that one can fully experience a real example of the ‘Utopian schools.’ It is through an upbringing within a non-acquisitive paradigm, ontologically and epistemologically, that one can fully envision this society that William Schubert explains through a compilation of various philosophers and theorists in order to make it understandable to an acquisitive society. The oral teachings from my ancestors through songs, stories and ceremonies that have been passed down to the current generations prove that the utopia once existed and that some ‘Utopians’ still exist. This explanation of a Diné philosophy of education through the Kinaa?dá ceremony is my lived example of what Dewey seemed to have dreamt or found in another dimension. I claim that the Utopians Dewey witnessed were possibly Indigenous peoples.  相似文献   

9.
In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links “democracy” with a distinctive understanding of “experience.” For Dewey, the value of educational experiences lies in “the unity or integrity of experience.” In Art as Experience, Dewey presents aesthetic experience as the fundamental form of human experience that undergirds all other forms of experiences and that can bring together multiple forms of experiences, locating this form of experience in the work of artists. Particularly relevant to the focus of this essay, computational literacy, Dewey calls the process through which a person transforms a material into an expressive medium an aesthetic experience. Farris and Sengupta argue that the kind of experience that is appropriate for a democratic education in the context of children's computational science is essentially aesthetic in nature. Given that aesthetics has received relatively little attention in STEM education research, the authors' purpose here is to highlight the power of Deweyan aesthetic experience in making computational thinking available and attractive to all children, including those who are disinterested in computing, and especially those who are likely to be discounted by virtue of location, gender, or race.  相似文献   

10.
Abstract

This paper offers a historical perspective of field‐based experiences in teacher preparation. The literature review presents information from studies that support the educative value of early field experiences and studies reporting results that do not lend empirical support for endorsing early field experiences.

Based on the information reported in the literature review, the writer offers guidelines for program development designed to increase the likelihood that an early field experience program will have the beneficial results that educators intend. The key issues for program development are: (a) determine the purpose of the experience, (b) determine the administrative feasibility of the experience, and (c) determine the method of evaluation for the experience.

In summary, the writer expresses a need for congruence between the university's teacher education program and the classroom sites for early field experiences. He further states that the goals, methods, and philosophy of university and classroom teachers need to be mutually understood and endorsed.  相似文献   

11.
Abstract

Paul Hirst claimed that Richard Peters ‘revolutionised philosophy of education’. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.  相似文献   

12.
ABSTRACT

This emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific (eco)pedagogic dimensions of each learning experience are compared and contrasted, and synthesized into an emergent concept/practice of ecopedagogy at a range of spatial scales and across life courses. The article concludes that regardless of the specific spatial context, space-time aware learning experiences offer tactile, embodied encounters with different natural settings. Such sensuous and affective dimensions of experience of scapes emerge as crucial to encouraging nature-culture interrelativity for participants. Space-time-based and alert encounters thus materialize as central to the development of ecopedagogy.  相似文献   

13.
ABSTRACT

This paper considers the significance of exploring the experiences and perspectives of older people who choose to participate in nature-based physical activities in evocative and imaginative ways. It highlights the need for research in outdoor studies to take seriously the turn to the body and the senses that is occurring in much social science and physical culture research, together with recognising the changing demographics in Western cultures which show a significant increase in the proportion of older people. The body has been separated from mind, emotions and feelings in much research in outdoor studies, and ageing studies and physical activity. For the most part, ageing studies have tended toward physiological perspectives with the dominance of medical research promoting biological empirical approaches to investigations. This paper considers theoretical perspectives which are embodied and emplaced and how such frameworks might contribute to the advancement of research on ageing and the outdoors. Sensory lived experiences are considered.  相似文献   

14.
ABSTRACT

This paper is a re-examination of Louise Rosenblatt’s seminal work of reader-response theory, The Reader, The Text, The Poem. I argue that poems are essentially social in nature and that they open up a space in which conversation and interpretation can take place. With Rosenblatt I argue that until a reader engages with a poem, bringing to it a combination of her interest and experience, the text will lie dormant. I go on to argue that this implies a model of pedagogy and discourse about poetry which is currently inimical to the high stakes testing arrangements in the current context in England and the Anglophone world. Via the work of John Dewey, especially his notion of art as experience, I analyse the cultural and critical frameworks which influenced Rosenblatt innovations both directly and indirectly. This includes the tradition of the New Criticism, with its emphasis on empiricism and an assumed reader. For practitioners seeking a model of reader-response and classroom practice that promotes more than pre-prescribed comprehension questions, I offer examples of practice which prefigure the role of talk in aiding the reader’s aesthetic and transactional interpretations of poems.  相似文献   

15.
Abstract

This article considers human embodied relationships with the more-than-human world, in the Swedish forest context, and through a phenomenological approach. The research focuses on lived experiences of being-in-the-forest, starting in the author’s experiences, using walk-and-talk conversations as inquiry process with study participants. Analysis reveals that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b) place-identity and sense of belonging are significant elements in how the participants define themselves; (c) being-in-the-forest is connected to an active, exploring and moving body and that the connection with the more-than-human world of the case study forest is deeply anchored as part of the human body. This relationship appears to be shaped through a process of constructing and reconstructing memories, practice and selfhood, and can, it seems, last a lifetime. In the long term, such relationships could have a positive impact on human connections to the more-than-human world.  相似文献   

16.
With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences.  相似文献   

17.
This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s conception of experience to explain the character of Daoism. There are two facts that Dewey chooses to define experience and link with Daoism—what it is not, and what it is. Comparisons of these facts with Daoism support Dewey’s claim: both define the ‘what is’ as the principle of unity of opposites. While sharing this view, their proposals for its cultivation reveal similarities, but also some significant differences. The Daodejing gives the Daoist sage a major role to play in the cultivation process of other persons, as does Dewey for the teacher. However, unlike Dewey’s teacher who guides the process, the sage is to create a cultivating environment, thus allowing the sage to ‘let go.’ The Daoist practices offer new ideas to consider in the quest for experience in lessons.  相似文献   

18.
In this global village, it is relevant to look at two educational visionaries from two continents, John Dewey and Rabindranath Tagore. Dewey observed that the modern individual was depersonalized by the industrial and commercial culture. He, thus, envisioned a new individual who would find fulfillment in maximum individuality within maximum community, which was embodied in his democratic concept and educational philosophy. Tagore's educational vision was based on India's traditional philosophy of harmony and fullness. It focused on self‐realization within the context of international education. This article compares the educational visions of Dewey and Tagore and demonstrates that Tagore's international educational perspective adds to Dewey's concepts of social individual and democracy and that their perspectives have implications for contemporary education.  相似文献   

19.
Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.

Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students.

Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools).

Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students’ science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects.

Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students’ outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively.

Conclusions: Based on ANOVA tests, Shanghai students’ out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents’ education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.  相似文献   

20.
ABSTRACT

This paper examines the rise of social enterprise in relation (and in response) to the contemporary nexus between education and work. Contextualising social enterprise within the broader trend toward private influences in education, the paper explores how diffuse networks driven by both market ideals and a social conscience are shaping new sites of education and work on the margins. Drawing on in-depth research undertaken on the experiences of homeless street press sellers of the social enterprise The Big Issue, I bring focused attention to the lived experience of these transformations in policy and practice. The analysis reveals how entrepreneurialism intersects with precarious poverty to frame sellers’ cultivation of their skills and techniques as enterprising workers on the margins.  相似文献   

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