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

The culture of education

How to ... be a reflective practitioner.

Truth and method

Theory in Practice: Increasing Professional Effectiveness

In the current discourse on the transition from school to work, career decision‐making has a pivotal but paradoxical position. Sociological literature emphasises the dominance of socially‐structured pathways, whilst policy‐making operates on assumptions of individual freedom to choose. In this paper we draw on the work of Pierre Bourdieu to present a new model of career decision‐making, given the shorthand title of ‘careership’. There are three completely integrated dimensions to the model. These are (i) pragmatically rational decision‐making, located in the habitus of the person making the decision; (ii) the interactions with others in the (youth training) field, related to the unequal resources different ‘players’ possess; and (iii) the location of decisions within the partly unpredictable pattern of turning‐points and routines that make up the life course. This model avoids the twin pitfalls of implicit social determinism or of seeing (young) people as completely free agents.

Careership: a sociological theory of career decision making

This article explores the strengths and weaknesses of Lave and Wenger's concept of 'legitimate peripheral participation' as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter.

https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1080/0141192052000310029

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

/pdf/understanding-learning-culturally-overcoming-the-dualism-spobags6wy.pdf

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

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.

/pdf/the-interrelationships-between-informal-and-formal-learning-1kfoo5tcrk.pdf

The interrelationships between informal and formal learning

Despite an extensive literature on the subject of learning, very little has been written about the ways in which young people's dispositions to learning transform over time. This article draws upon a longitudinal research project which focused on such transformations. The article centres on the case of Amanda Ball and considers the implications which her story holds for our understanding of learning. It is shown that dispositions can transform in a short period of time and that such transformations are often linked, in complex ways, to wider social, economic and cultural contexts.

https://www.jstor.org/stable/info/1501992

Phil Hodkinson

Papers

Careership: a sociological theory of career decision making

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

The interrelationships between informal and formal learning

Learning Careers: Continuity and change in young people's dispositions to learning