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

Men and Women of the Corporation

This handbook looks to provide academics and students with a comprehensive and holistic understanding of the phenomenon of innovation. Innovation spans a number of fields within the social sciences and humanities: Management, Economics, Geography, Sociology, Politics, Psychology, and History. Consequently, the rapidly increasing body of literature on innovation is characterized by a multitude of perspectives based on, or cutting across, existing disciplines and specializations. Scholars of innovation can come from such diverse starting points that much of this literature can be missed, and so constructive dialogues missed. The editors of The Oxford Handbook of Innovation have carefully selected and designed twenty-one contributions from leading academic experts within their particular field, each focusing on a specific aspect of innovation. These have been organized into four main sections, the first of which looks at the creation of innovations, with particular focus on firms and networks. Section Two provides an account of the wider systematic setting influencing innovation and the role of institutions and organizations in this context. Section Three explores some of the diversity in the working of innovation over time and across different sectors of the economy, and Section Four focuses on the consequences of innovation with respect to economic growth, international competitiveness, and employment. An introductory overview, concluding remarks, and guide to further reading for each chapter, make this handbook a key introduction and vital reference work for researchers, academics, and advanced students of innovation. Contributors to this volume - Jan Fagerberg, University of Oslo William Lazonick, INSEAD Walter W. Powell, Stanford University Keith Pavitt, SPRU Alice Lam, Brunel University Keith Smith, INTECH Charles Edquist, Linkoping David Mowery, University of California, Berkeley Mary O'Sullivan, INSEAD Ove Granstrand, Chalmers Bjorn Asheim, University of Lund Rajneesh Narula, Copenhagen Business School Antonello Zanfei, Urbino Kristine Bruland, University of Oslo Franco Malerba, University of Bocconi Nick Von Tunzelmann, SPRU Ian Miles, University of Manchester Bronwyn Hall, University of California, Berkeley Bart Verspagen , ECIS Francisco Louca, ISEG Manuel M. Godinho, ISEG Richard R. Nelson, Mario Pianta, Urbino Bengt-Ake Lundvall, Aalborg

The Oxford Handbook of Innovation

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Culture and Imperialism

In a world where systems are increasingly larger, where their boundaries are often difficult to identify, and where societal rather than technical issues play increasingly bigger roles, problems cannot be solved by applying a technical solution alone It thus becomes important for engineers to be skilled not only in terms of their particular technical field but also their ability to identify non-technical aspects of problems, the interaction between these aspects and possible solutions Introducing and integrating these aspects into engineering education is certainly not an easy task and requires innovative approaches In this article, focus is placed on the so-called Aalborg Model, a problem-oriented and project-based learning paradigm utilised at Aalborg University (Denmark), and the mutual benefits that this particular learning strategy provides for students, faculty and communities The article discusses the concept of sustainable development; accounts for the general capabilities of engineer

Problem-Oriented and Project-Based Learning (POPBL) as an Innovative Learning Strategy for Sustainable Development in Engineering Education.

This report discuss Problem-Based and Project-Based Learning (PBL) as an approach to meeting the demand for the educational requirements of the next generation engineering graduates The report is prepared as the final report of the Special Interest Group (SIG) B5 of the Erasmus Thematic Network Project TREE (Teaching and Research in Engineering Education) on ProblemBased and Project-Based Learning In engineering education there is a shift in emphasis from professional skills to process skills These skills include problem analysis and problem solving, project management and leadership, analytical skills and critical thinking, dissemination and communication, interdisciplinary competencies, intercultural communication, innovation and creativity, and social abilities PBL is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems These problems are used to engage students' curiosity and initiate learning the subject matter PBL prepares students to think critically and analytically, and to find and use appropriate learning resources PBL is both a curriculum and a process The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career This report gives a survey of PBL and several best practice examples from Europe, and discusses how an institution can change to PBL The conclusion of this report is that PBL can, regardless of discipline, enhance students' achievement of both professional skills and process skills Therefore European higher education institutions should consider shifting to PBL The shift to PBL cannot be accomplished as a sudden change It should be considered as a strategic change and the necessary measures should be taken for successful completion of change

Problem Based Learning

This article examines the learning experiences of engineering students of both genders in a problem-based and project-organized learning environment (PBL) at a Danish university. This study relates an amalgam of theories on learning and gender to the context of engineering education. Based on data from a qualitative study of an electrical and electronics engineering study programme, this study found that studying engineering in a PBL environment involves not only the mastery of technological knowledge but also an engineering identity development process. However, the association of an engineering identity with masculinity and the culturally defined engineering competencies leads to different learning experiences for male and female students. The nature of hard-core engineering subjects, based on male interests, privileges men and acts as a barrier to women. The masculine culture in engineering communities of practice involves more effort in identity management for women students than their male peers.

Gendered practices of constructing an engineering identity in a problem-based learning environment

Over the last ten years, PBL has become an abbreviation for both Problem-Based and Project-Based Learning as it was known from the reform universities that established these pedagogic approaches. There are many reasons for unifying problem-based and project-based learning at a level of learning principles. Especially when implementing PBL in various education systems it calls for a flexible and more abstract definition in order to allow adjustment to the subject area, institutional culture and national educational framework. But along with the more abstract and unified notion of PBL, there is a growing diversity in the implementation of PBL curricula and therefore an increased need for conceptualisation of diverse practices. This article will present the unifying learning principles along with taxonomies and models for framing the diversity of PBL.

Research on PBL Practice in Engineering Education

During the last 40 years, problem- and project-based learning (PBL) has been widely adopted in engineering education because of its expected effectiveness in developing students’ professional knowl...

Xiangyun Du

Papers

Problem-Oriented and Project-Based Learning (POPBL) as an Innovative Learning Strategy for Sustainable Development in Engineering Education.

Problem Based Learning

Gendered practices of constructing an engineering identity in a problem-based learning environment

Research on PBL Practice in Engineering Education

Forms of implementation and challenges of PBL in engineering education: a review of literature