Book Description
"No one has done more to keep alive the fundamental ideals of liberal civilization."
-- Morris R. Cohen
Experience and Education is 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.
Analyzing 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.
Book Dimension
length: (cm)17.8 width:(cm)10.7
具体描述
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用户评价
杜威写作此书时其实已经和一线的教育工作隔得很久很久了，他主要担心的是“儿童中心”自二十世纪初叶被提倡之后导致的滥用，将一种不具备任何可塑性的经验也当成了教育的经验。换言之，教育的经验，，虽然是以儿童为中心展开的，但显然也是经过充分设计的。
评分书是好书，但因为看原版所以各种蛋疼，中间看着想找中文来看，翻译的更蛋疼，又回头看原版了。。。。
评分by "why", I mean the reason for preferring them, not just the causes which lead us to the preference.
评分是作为英文练习读物，没有梳理结构。似乎是演讲稿子，所以就好懂了许多
评分‘non-social character of the traditional school is seen in the fact that it erected silence into one of its prime virtues' (1998)... 'For one child to help another with his work has become a school of crime' (1915)
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