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Experience and Education [Anglais] [Broché]

John Dewey

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31 juillet 2008
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.

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"No one has done more to keep alive the fundamental ideals of liberal civilization." -- Morris R. Cohen

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Amazon.com: 4.3 étoiles sur 5  54 commentaires
89 internautes sur 95 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 Still a Landmark Book on Education 25 juin 2002
Par J.W.K - Publié sur Amazon.com
Format:Broché
Dewey is considered "America's only Philosopher" par exellence, but he wrote so much that is hard to get to the core of his philosophy. In any event, whether you want to understand Dewey's philosophical center or simply get a quick, concise overview of progressive, experience-based educational theory, this would be the book to start with. However, you might want to check out _John Dewey: The Later Works, 1938-1939_, edited by Jo A. Boydston. It not only contains "Experience and Education," but also "Freedom and Culture," "Theory of Valuation," and a handful of other essays. Not only does this volume give you more of Dewey, but Boydston puts the works in historical and philosophical context. This book [is available] in both cloth or paperback editions.
99 internautes sur 113 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 The granddad of your granddad's schooling. 16 août 1999
Par Un client - Publié sur Amazon.com
Format:Broché
You can thank Dewey for making all Americans think that school should be relevant to real life and that solving problems is more important than reciting factoids. The man wrote the book on it, and this little book is his effort much later to clarify what he really meant, which is to have a balanced and informed experience, not a forced choice between extremes of the didacticc and the practical. So if you are only going to read one book to find out why he should be remembered (and revered) for much more than a decimal system in the library, read this book. And be ready to become passionate, even political, about liberating our children from factory schools which make them passive and stupid. A good companion book is C.S. Lewis' "The Abolition of Man", at least the first chapter, followed by "The Paideia Proposal" by Mortimer J. Adler.
36 internautes sur 39 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 beautiful ideas and clear writing style 20 mars 2004
Par dragondazd - Publié sur Amazon.com
Format:Broché
I read this book for a class on environmental education with no background in education itself. When I started reading this book, I simply assumed it was written recently, in the last two decades, because his writing style was so clear and because the ideas in this book were so relevant now, to my own experiences in education, and my own understanding. I thought he was telling modern day teachers to move away from rote teaching and instead add new experiences onto the experiences of their students. He explained the struggle between an old, traditional system of teaching and a new, progressive style, but I assumed that it was happening now, because it seemed like that new movement never fully got here...
And then I started getting hints that this work was older. I started thinking... it must have been a 70's book, for it fits in well with the movements of that age, which founded many 'learning community' style colleges like my own. But I got more clues. 60's? 50's? How could someone write so well that I can understand him as if he were a modern writer?
This little book was originally published in 1938, but even then, I learned that this was a response to cricicism from his life work. This is a summary of his thoughts and a rebuttal to his critics. Because of his audience, he tends to repeat himself in this volume, to make it perfectly clear what exactly he is trying to say. Other students found this repetition annoying, while I found it helpful, and I truly appreciated the attempt he made not to offend anyone, so that his thoughts could be judged on their own merit with as little bias as possible.
So there is the chance that some will not like this book while others like myself enjoyed it immensely, but this work is relevant, quite readable despite the possible 'flaws' in his style, and so short, there's little to lose.
Our teacher told us that each and every one of us will find some quotes in this book that will speak to us, she guaranteed. And she was right.
8 internautes sur 9 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 DO-WE value experience? 26 mars 2010
Par Buck the Hog - Publié sur Amazon.com
Format:Broché
Here is the essential question Dewey poses in Experience and Education:

"What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the individual loses his own soul: loses his appreciation of things worth while, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?"

If you think this is a relevant question for students, teachers, and educational leaders to ask, I feel you will enjoy the book. Dewey's meditation poses complex ideas about what constitutes experience, what an instructional program based upon experience looks like, and what sorts of things we should value in considering experiential pedagogy. Probably the shortest, and most accessible, of his major works (but not an easy read).
10 internautes sur 12 ont trouvé ce commentaire utile 
3.0 étoiles sur 5 Dewey: Older, Wiser, Maybe a Little Less Sure of Himself 24 avril 2010
Par Kevin Currie-Knight - Publié sur Amazon.com
Format:Broché
This book was written about 20 years after Dewey's best-known education book, Democracy in Education. By the time he wrote this, he was celebrated by many (progressive educators) and scorned by others (traditionalists). Dewey wrote this book as a way to tell both sides that they have it wrong: in frustration with traditional methods of education, progressives were rebelling too far in the opposite direction. Tight external discipline was replaced by no discipline. Inflexible curricula were replaced by thin curricula. Strict drill was replaced by lax 'learn what you want' attitudes. In brief, Dewey wrote against the "either/or" approach he saw prevalent in education.

IF you look at the lesser-starred reviews below, you will see that one main criticism about this book is that it seems to state the obvious. I was not around then, but I am betting that this is a testament to Dewey's influence that what needed to be said then now seems so commonplace. Curriculum is necessary, Dewey wrote, but that doesn't mean that it can't be made relevant to students' lives. Explicit teaching and discipline are necessary but that doesn't mean that the student must be 'put upon' as much as 'worked with.' Education should not be simply the passive receipt of information from instructor to student via memorization, but that doesn't mean that schools should be squeamish about instilling things into students (or that everything has to be student-initiated).

If I have one complaint about this book, though, it is not that its contents are commonplace, but they are sometimes a bit contradictory. A big contradiction in this book, and in much of Dewey's educational work, is the simultaneous idea that planning curricula and teaching should be purposeful (with an end-goal) and that there should be no specific end-goal in education. It is a given that teaching is done with an end in mind (if only that certain information should be learned, if not that the student will become a certain type of person), and it is difficult to see how education can be education without a fixed end goal.

I also think that this book, like many critical of 'traditional' methods of education, may be unfair in depicting those 'traditional' methods. Dewey calls 'traditional' education a "military regimen" using "straght-jackets and chain-gang procedures." I have read several books discussing education in this time period and none (except for those advocating progressive education) seem to share in this view. I suspect that Dewey's description of these schools is clouded by ideology or (possibly) limited observational experience.

Be that as it may, the book is still a good one to read for anyone wanting to understand the history of educational thought. Dewey, as always, tries to find a middle ground between two extremes of traditional and progressive education. And unlike most of Dewey's work, this book's prose is quite easy to get through and straightforward. Even if Dewey's arguments don't always convince or sometimes seem commonplace, it is interesting to read what was going on in education when Dewey wrote.
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