자연주의적 탐구조사(Naturalistic Inquiry)

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 Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

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Qualitative research for education: An introduction to theories and methods

The present historical moment may seem a particularly inopportune time to review Bowling Alone, Robert Putnam's latest exploration of civic decline in America. After all, the outpouring of volunteerism, solidarity, patriotism, and self-sacrifice displayed by Americans in the wake of the September 11 terrorist attacks appears to fly in the face of Putnam's central argument: that \"social capital\" -defined as \"social networks and the norms of reciprocity and trustworthiness that arise from them\" (p. 19)'has declined to dangerously low levels in America over the last three decades. However, Putnam is not fazed in the least by the recent effusion of solidarity. Quite the contrary, he sees in it the potential to \"reverse what has been a 30to 40-year steady decline in most measures of connectedness or community.\"' As an example of how the current \"war on terrorism\" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says \"permanently marked\" the generation that lived through it and had a \"terrific effect on American public life over the last half-century.\" 3 If Americans can follow this example and channel their current civic

Bowling alone: The collapse and revival of American community

Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals’ engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.

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Learning through work: workplace affordances and individual engagement

Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge‐use, roles and processes – essentially as a question of the learner's participation in situated work activities

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Workplace participatory practices: Conceptualising workplaces as learning environments

This book, based on research of a wide variety of workplaces in different countries, analyses workplace learning and provides strategies on how to implement a curriculum for the workplace. The author outlines the knowledge that individuals need and how best to acquire this knowledge in workplace settings and then discusses how to develop a workplace curriculum which can be implemented in organisations of different size. The book is divided into two parts. Part one aims to develop an understanding of workplaces as learning environments and comprises the following chapters: Working and learning; Expertise at work; Learning vocational expertise at work. Part two focuses on a workplace curriculum and the chapters are: A workplace curriculum model; Guided learning at work; Organising and managing workplace learning. A glossary is also provided.

Learning In The Workplace: Strategies for effective practice

This article proposes bases for a workplace pedagogy. Planes of intentional guidance and sequenced access to workplace activities represent some key workplace pedagogic practices. Guidance by other...

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Toward a Workplace Pedagogy: Guidance, Participation, and Engagement

A greater acknowledgment of relational interdependence between individual and social agencies is warranted within conceptions of learning throughout working life. Currently, some accounts of learning tend to overly privilege social agency in the form of situational contributions. This de-emphasises the contributions of the more widely socially sourced, relational, and negotiated contributions of both individual and social agency. As these accounts fail to fully acknowledge the accumulated outcomes of interactions between the individual and social experience that shape human cognition ontogentically and that also act to remake culture, they remain incomplete and unsatisfactory. In response, this article proposes a consideration of the role for individual agency (e.g., intentionality, subjectivity, and identity), the ways in which it is socially shaped over time and serves to be generative of individuals' cognitive experience, and its role in subsequently construing what is experienced socially. This agency...

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Stephen Richard Billett

Papers

Learning through work: workplace affordances and individual engagement

Workplace participatory practices: Conceptualising workplaces as learning environments

Learning In The Workplace: Strategies for effective practice

Toward a Workplace Pedagogy: Guidance, Participation, and Engagement

Relational Interdependence Between Social and Individual Agency in Work and Working Life