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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

How to ... be a reflective practitioner.

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Research methods in the social sciences

Postmodernism, or, the Cultural Logic of Late Capitalism

Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses – in childcare, healthcare and engineering – in English further education colleges, within the project Transforming Learning Cultures in Further Education, it is argued that learning is a process of becoming. Learning cultures and the vocational cultures in which they are steeped transform those who enter them. The authors develop the concept of ‘vocational habitus’ to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions – both idealised and realised. Predispositions related to gender, family background and specific locations within the working class are necessary, but not sufficient for effective learning. Vocational habitus reinforces and develops these in line with demands of the workplace, although it may reproduce social inequalities at the same time. Vocational habitus involves developing not only a ‘sense’ of how to be, but also ‘sensibility’: requisite feelings and morals, and the capacity for emotional labour.

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Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.

This paper summarises some of the analysis and findings of a project commissioned to investigate the meanings and uses of the terms formal, informal and non-formal learning. Many texts use these terms without any clear definition, or employ conflicting definitions and boundaries. The paper therefore proposes an alternative way of analysing learning situations in terms of attributes of formality and informality. Applying this analysis to a range of learning contexts, one of which is described, suggests that there are significant elements of formal learning in informal situations, and elements of informality in formal situations; the two are inextricably inter-related. The nature of this inter-relationship, the ways it is written about and its impact on learners and others, are closely related to the organisational, social, cultural, economic, historical and political contexts in which the learning takes place. The paper briefly indicates some of the implications of our analysis for theorising learning, and for policy and practice.

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The interrelationships between informal and formal learning

Learning is often thought of as ‘formal’, ‘informal’ or ‘non-formal’. This report suggests that these are not discrete categories, and to think that they are is to misunderstand the nature of learning. It is more accurate to conceive ‘formality’ and ‘informality’ as attributes present in all circumstances of learning. The priority for research is then to identify these attributes, explore their relationships, and identify their effects on learners, teachers and the learning environment.

Informality and Formality in Learning: a report for the Learning and Skills Research Centre

In this piece Helen Colley, Phil Hodkinson & Janice Malcolm provide a very helpful overview of different discourses around non-formal and informal learning and find that there are few, if any, learning situations where either informal or formal elements are completely absent. Boundaries or relationships between informal, non-formal and formal learning can only be understood within particular contexts. They conclude that it is often more helpful to examine dimensions of formality and informality, and ways in which they inter-relate with each other; and that attention should be paid to the wider historical, social, political and economic contexts of learning, and to the theoretical view of learning that is held by the writer.

Non-formal learning: mapping the conceptual terrain, a consultation report

There is debate among early years experts about the appropriate degree of emotional engagement between nursery nurses and the children in their care. Through research into the learning cultures of further education (in the Economic and Social Research Council’s Teaching and Learning Research Programme), the author considers how prospective nursery nurses first learn to deploy emotion in their work. Few researchers have investigated the learning of feelings for caring occupations, and this article presents a detailed case study, based on both quantitative and qualitative data, of a group of childcare students throughout their two-year course. In analysing its official, unwritten, and hidden curricula, and the social practices of learning it entails, the author draws on feminist readings of Marx and Bourdieu to reveal how gendered and class-fractional positionings combine with vocational education and training to construct imperatives about ‘correct’ emotions in childcare. The author compares theorisations of emotional capital and emotional labour, and suggests we need social rather than individualised understandings of how feelings are put to work. The author concludes that emotional labour carries costs for the nursery nurse, not because children consume her emotional resources, but because her emotional labour power is controlled and exploited for profit by employers.

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Helen Colley

Papers

Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.

The interrelationships between informal and formal learning

Informality and Formality in Learning: a report for the Learning and Skills Research Centre

Non-formal learning: mapping the conceptual terrain, a consultation report

Learning to labour with feeling: class, gender and emotion in childcare education and training