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BECAUSE SOMEONE REDIRECTED OUR PAGE TO MICHALS' SANDBOX, MALIKA RECOMMENDS WE CREATE IT IN ONE OF OUR PERSONAL PAGES AND THEN MOVE it to Experience and Education (book).
May I suggest that the first thing you do is reread the material the class wrote on your subject (Experience and Education) last semester. I would recommend that someone post the links to those blog posts here. It would then be helpful to outline what was written in these posts *very roughly*. two to four sentences per post. There will likely be more than 1 post. Other next steps: identify section headings, if they are not already in the article. And then identify what content should go in which sections. You may also need to ask if there are any sections in the book that were not read in the assigned reading, and/or written about in these blog posts, that is essential for the article.-- Theredproject ( talk) 19:16, 13 February 2012 (UTC)
Ok, maybe I'm missing something, but I only see this blog post on Dewey's Experience and Education.
There are references to Dewey in some of the posts on How People Learn, so we should probably add this to a further reading section.
Very roughly, I was thinking we could cover the following points in this article. Please add/edit freely - these are suggestions.
SoniaG2 ( talk) 01:51, 15 February 2012 (UTC)SoniaG2
traditional education progressive education as kinship to democracy explain dewey's distinction between experience and an educative experience. educator's role in creating educative experience, -- DaLearnedOne ( talk) 15:16, 15 February 2012 (UTC)DaLearnedOne
I also don't see any posts about Dewey in our Core 1 blog. Going from The World Is Flat page, we can perhaps structure the page to include the following sections. Just a thought.
Appknyc ( talk) 04:56, 16 February 2012 (UTC)
I'm trying to figure out how to create a sandbox for this page -- but have been unsuccessful. Out of curiosity, I created the info box for the book in my own sandbox, with the exception of changing out the image. Let me know if you're able to access that. Appknyc ( talk) 22:07, 18 February 2012 (UTC)
Amy, I cannot see the info box for the book, can you copy and paste it into this space? I also have an image of the book, I'm trying to figure out, but no luck yet. SoniaG2 ( talk) 01:08, 21 February 2012 (UTC)SoniaG2 Tope, I also meant to add that I like the structure you propose. The World is Flat page also has a section for Reviews - maybe we can include this type of information under the Reception header? Looking forward to continuing our conversation. SoniaG2 ( talk) 01:13, 21 February 2012 (UTC)SoniaG2
Thanks Sonia for moving the TOC into your sandbox and putting in place the structure. Just added the info box, but we'll have to find the book cover image. Should we each take a section and start writing? Appknyc ( talk) 18:07, 22 February 2012 (UTC)
Last Week of Planning
Hey Team E&E, I think this note may have gotten lost before, so I'm re-posting it here:
Also, I want to make sure we don't loose Tope's previous notes, so I'm going to add them to the actual article stub. Please edit what I write.
Finally, I want to suggest that we take on 3 different chapters each (since there are 3 of us and 9 chapters, the math was easy) and try to integrate them into the sub-categories that were suggested above (Progressive vs. traditional education, Expert and novice learners, Experience and educative experiences, meta-cognition, etc, Educator's role in creating educative experience). If you all agree, I'd like to be responsible for ch.1, 3, and 4. And, I'm totally open to structuring this in other ways, this was a structure that was suggested above that made sense to me. More later... I'll also add to our article stub a bit. SoniaG2 ( talk) 15:08, 26 February 2012 (UTC)
Ok, I added a few lines in the summary - but wasn't sure what to do with this verbage, help: Dewey viewed education as kinship to democracy explain dewey's distinction between experience and an educative experience. SoniaG2 ( talk) 15:31, 26 February 2012 (UTC)
At the meeting with Malika I learned how to create a /sandbox SoniaG2 ( talk) 23:54, 21 February 2012 (UTC)SoniaG2
Scroll down to Week 4 of our United States Education Program/Courses/Interactive Technology and Pedagogy (Michael Mandiberg) for some useful links Malika shared for our assignments.
A note on images: we must obtain copyright permissions before use an image and/or excerpts from a book/external web link (that is, not another wiki image). I can reach out to the publisher customer service to ask about copyright and ask for permission to use an image of the cover of the book and and excerpts from the book (Simon & Schuster - (212) 698-7003). Can someone else please reach out to the folks of How People Learn. There is a note at the bottom about copyright there that we need to check out before using publishing their link.
Here is the code for an image of John Dewey that is already on Wiki:
This template must accompany the image{{
PD-US-not renewed}}
SoniaG2 (
talk)
00:57, 22 February 2012 (UTC)
To save you confusing yourselves, I have redirected User:Theredproject/sandbox to here. Feel free to re-arrange matters but I strongly recommend you not to duplicatur subject. At last we get a clear statement of what you are talking about. I reverse my comments about lower case - the title of the article should be Experience and Education (book). — RHaworth ( talk · contribs) 13:45, 22 February 2012 (UTC)
In-line with the (article) namespace, I have moved the actual article draft to User:SoniaG2/sandbox. Please keep this page for discussions. — RHaworth ( talk · contribs) 21:51, 22 February 2012 (UTC)
I have moved the "stamp" of your course to this page which is its proper postion. — RHaworth ( talk · contribs) 18:32, 26 February 2012 (UTC)
Hello Everyone: I'm attaching some notes for the sections. My student made this for his presentation on Dewey and Education. I hope this helps. I'll do chapters 2, 5, and 6: John Dewey “Experience and Education” Reading Notes and Questions
• John Dewey—“the pre-eminent educational theorist of the 20th century o Experience and Education is his best concise statement on education • Dewey insists neither old nor new education is adequate because they don’t include enough emphasis on EXPERIENCE o Born in 1859 in Vermont o Ph.D. from Johns Hopkins University. taught at University of Chicago and Columbia o started the “laboratory school” in Chicago o died in 1952 o “Probably the most influential of all American philosophers” • Experience and Education emphasizes experience, experiment, purposeful learning, freedom, and other well-known concepts of “progressive education”
• Chapter 1—Traditional vs. Progressive Education o Traditional • schools are there to transmit knowledge to the new generation • Main purpose of ed. is to prepare the young for future responsibilities and success in life • knowledge • skills • conduct/habits • Teachers are agents to transmit knowledge, skills, and conduct • Adults/teachers decide standards and everything • CRITICISMS: • doesn’t allow student-choice • drill and kill • doesn’t emphasize problem-solving o Progressive: • student-centered learning [individual freedom/independency of learning] • based on problem-solving and real-life situations • CRITICISMS • how do you manage student learning when it’s so “free” and open? • doesn’t emphasize moral development
• Chapter 2—The Need of a Theory of Experience o Not all experiences are educative; some can be mis-educative. o The central challenge to experience-based learning is to create fruitful experiences and organize them in an organized progression to guide students’ learning. o There must be continuity—The “EXPERIENTIAL CONTINUUM”
• Chapter 3—Critejec of Experience o Determine if an activity/experience is educational [for both traditional and progressive] o Why a democratic classroom? • Dewey says “Democratic social arrangements promote a better quality of human experience.” o “EVERY EXPERIENCE IS A MOVING FORCE.” o Dewey argues that experience inherently links the past to the present/future. So Experiential learning incorporates both traditional and progressive ideals. o Experiential learning promotes growth, but that growth must have direction. [“don’t want a kid to grow into becoming a better burglar” example] o The role of an educator is “see in what direction an experience is heading” and provide guidance. • Teachers should also know how to utilize the surroundings, physical and social, that exist to help build the learning experience in the classroom. • Traditional schools put schools in a biodome of sorts that separated the learning environment from the outside world. o INTERACTION with the world is essential to understanding the world. o EVERYTHING MUST HAVE A CONTEXT TO BE EDUCATIONAL • Dewey—“There is no such thing as educational value in the abstract.” o “The ideal of using the present simply to get ready for the future contradicts itself. We always live at the time we live and not at some other time, and only be extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future. This is the only preparation which in the long run amounts to anything.” • I just fucking love this rant. Right on.
• Chapter 4—Social Control o Rules are necessary [just like in a game]. “There is no game without any rules.” –Dewey • Children follow rules of games because when everyone follows the same structure, it is beneficial for the entire group [the game can be played in a fair/free way] o Classrooms should likewise have rules and structure so that everyone can play. • When disciplining, the teacher should focus on how an individual student infraction must be disciplined because it could damage the group’s functionality • “Discipline should be done on behalf of the interest of the group, not as an exhibition of personal power.” o In traditional schools, the teacher was THE figure of power to “keep order.” • Dewey says there should be shared responsibility and a sense of school community that reinforces that. o “Education is in essence a social process” where students should learn HOW to interact.
• Chapter 5—The Nature of Freedom o Freedom really means freedom of thought and observation, not necessarily freedom of movement [external freedom]. o Traditional schools limited freedom of thought and observation. • This prevents teachers from getting to know their students. • Schools that enforce imminent silence aren’t facilitating social growth o There should be spaces for students to express themselves and make open observations of the world. o Needs for external freedom varies from each student and should be addressed individually. • Chapter 6—The Meaning of Purpose o Students must feel a sense of purpose with their course work. PURPOSE DRIVES LEARNING o Purpose is usually caused by impulse or observation [ignored in traditional] o Observations process includes • observing something in the world • connecting it to past information/events • analyzing and making conclusions o A sense of purpose instill a desire to learn o But purpose alone can’t drive learning. Students must have background knowledge and skills in order to move forward in their learning. • Chapter 8—Experience—The Means and Goal of Education o Education must be based in experience o “Education should be a reality and not a name or a slogan.” -Dewey
TRADITIONAL PROGRESSIVE textbooks teacher/adults decide standards transmit knowledge to new generation knowledge, skills, conduct assumes the future will be like the past learn from experience student-centered learning problem solving real-life situations exploration -- DaLearnedOne ( talk) 02:08, 27 February 2012 (UTC)
Hi -- just wanted to start a new section and clarify who's doing what now so we're on the same page.
Thanks for this
User:Appknyc. So I posted what I learned from our workshop 2 with wikipedia school ambassador Malika. But from comments above, it seems that any cover we use of the book pub in 1938 should be fair us. Thanks!
SoniaG2 (
talk)
00:17, 28 February 2012 (UTC)
Sorry everyone, I ended up summarizing chapters 1, 2, & 3, instead of 4. I hope that doesn't interfere with your plans of what you were going to add too much. And please, edit what I wrote freely! SoniaG2 ( talk) 22:42, 6 March 2012 (UTC)
This article has recently been edited by students as part of their course work for a university course. As part of the quality metrics for the education program, we would like to determine what level of burden is placed on Wikipedia's editors by student coursework.
If you are an editor of this article who spent time correcting edits to it made by the students, please tell us how much time you spent on cleaning up the article. Please note that we are asking you to esti sub only the negative effects of the students' work. If the students added good material but you spent time formatting it or making it conform to the manual of style, or copyediting it, then the material added was still a net benefit, and the work you did improved it further. If on the other hand the students added material that had to be removed, or removed good material which you had to replace, please let us know how much time you had to spend making those corrections. This includes time you may have spent posting to the students' talk pages, or to Wikipedia noticeboards, or working with them on IRC, or any other time you spent which was required to fix problems created by the students' edits. Any work you did as a Wikipedia Ambassador for that student's class should not be counted.
Please rate the amount of time spent as follows:
Please also add any comments you feel may be helpful. We welcome ratings from multiple editors on the same article. Add your input here. Thanks! -- LiAnna Davis (WMF) ( talk) 20:12, 27 May 2012 (UTC)
This article is the subject of an educational assignment at CUNY Graduate Center supported by the Wikipedia Ambassador Program during the 2012 Q1 term. Further details are available on the course page.
The above message was substituted from {{WAP assignment}}
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PrimeBOT (
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BECAUSE SOMEONE REDIRECTED OUR PAGE TO MICHALS' SANDBOX, MALIKA RECOMMENDS WE CREATE IT IN ONE OF OUR PERSONAL PAGES AND THEN MOVE it to Experience and Education (book).
May I suggest that the first thing you do is reread the material the class wrote on your subject (Experience and Education) last semester. I would recommend that someone post the links to those blog posts here. It would then be helpful to outline what was written in these posts *very roughly*. two to four sentences per post. There will likely be more than 1 post. Other next steps: identify section headings, if they are not already in the article. And then identify what content should go in which sections. You may also need to ask if there are any sections in the book that were not read in the assigned reading, and/or written about in these blog posts, that is essential for the article.-- Theredproject ( talk) 19:16, 13 February 2012 (UTC)
Ok, maybe I'm missing something, but I only see this blog post on Dewey's Experience and Education.
There are references to Dewey in some of the posts on How People Learn, so we should probably add this to a further reading section.
Very roughly, I was thinking we could cover the following points in this article. Please add/edit freely - these are suggestions.
SoniaG2 ( talk) 01:51, 15 February 2012 (UTC)SoniaG2
traditional education progressive education as kinship to democracy explain dewey's distinction between experience and an educative experience. educator's role in creating educative experience, -- DaLearnedOne ( talk) 15:16, 15 February 2012 (UTC)DaLearnedOne
I also don't see any posts about Dewey in our Core 1 blog. Going from The World Is Flat page, we can perhaps structure the page to include the following sections. Just a thought.
Appknyc ( talk) 04:56, 16 February 2012 (UTC)
I'm trying to figure out how to create a sandbox for this page -- but have been unsuccessful. Out of curiosity, I created the info box for the book in my own sandbox, with the exception of changing out the image. Let me know if you're able to access that. Appknyc ( talk) 22:07, 18 February 2012 (UTC)
Amy, I cannot see the info box for the book, can you copy and paste it into this space? I also have an image of the book, I'm trying to figure out, but no luck yet. SoniaG2 ( talk) 01:08, 21 February 2012 (UTC)SoniaG2 Tope, I also meant to add that I like the structure you propose. The World is Flat page also has a section for Reviews - maybe we can include this type of information under the Reception header? Looking forward to continuing our conversation. SoniaG2 ( talk) 01:13, 21 February 2012 (UTC)SoniaG2
Thanks Sonia for moving the TOC into your sandbox and putting in place the structure. Just added the info box, but we'll have to find the book cover image. Should we each take a section and start writing? Appknyc ( talk) 18:07, 22 February 2012 (UTC)
Last Week of Planning
Hey Team E&E, I think this note may have gotten lost before, so I'm re-posting it here:
Also, I want to make sure we don't loose Tope's previous notes, so I'm going to add them to the actual article stub. Please edit what I write.
Finally, I want to suggest that we take on 3 different chapters each (since there are 3 of us and 9 chapters, the math was easy) and try to integrate them into the sub-categories that were suggested above (Progressive vs. traditional education, Expert and novice learners, Experience and educative experiences, meta-cognition, etc, Educator's role in creating educative experience). If you all agree, I'd like to be responsible for ch.1, 3, and 4. And, I'm totally open to structuring this in other ways, this was a structure that was suggested above that made sense to me. More later... I'll also add to our article stub a bit. SoniaG2 ( talk) 15:08, 26 February 2012 (UTC)
Ok, I added a few lines in the summary - but wasn't sure what to do with this verbage, help: Dewey viewed education as kinship to democracy explain dewey's distinction between experience and an educative experience. SoniaG2 ( talk) 15:31, 26 February 2012 (UTC)
At the meeting with Malika I learned how to create a /sandbox SoniaG2 ( talk) 23:54, 21 February 2012 (UTC)SoniaG2
Scroll down to Week 4 of our United States Education Program/Courses/Interactive Technology and Pedagogy (Michael Mandiberg) for some useful links Malika shared for our assignments.
A note on images: we must obtain copyright permissions before use an image and/or excerpts from a book/external web link (that is, not another wiki image). I can reach out to the publisher customer service to ask about copyright and ask for permission to use an image of the cover of the book and and excerpts from the book (Simon & Schuster - (212) 698-7003). Can someone else please reach out to the folks of How People Learn. There is a note at the bottom about copyright there that we need to check out before using publishing their link.
Here is the code for an image of John Dewey that is already on Wiki:
This template must accompany the image{{
PD-US-not renewed}}
SoniaG2 (
talk)
00:57, 22 February 2012 (UTC)
To save you confusing yourselves, I have redirected User:Theredproject/sandbox to here. Feel free to re-arrange matters but I strongly recommend you not to duplicatur subject. At last we get a clear statement of what you are talking about. I reverse my comments about lower case - the title of the article should be Experience and Education (book). — RHaworth ( talk · contribs) 13:45, 22 February 2012 (UTC)
In-line with the (article) namespace, I have moved the actual article draft to User:SoniaG2/sandbox. Please keep this page for discussions. — RHaworth ( talk · contribs) 21:51, 22 February 2012 (UTC)
I have moved the "stamp" of your course to this page which is its proper postion. — RHaworth ( talk · contribs) 18:32, 26 February 2012 (UTC)
Hello Everyone: I'm attaching some notes for the sections. My student made this for his presentation on Dewey and Education. I hope this helps. I'll do chapters 2, 5, and 6: John Dewey “Experience and Education” Reading Notes and Questions
• John Dewey—“the pre-eminent educational theorist of the 20th century o Experience and Education is his best concise statement on education • Dewey insists neither old nor new education is adequate because they don’t include enough emphasis on EXPERIENCE o Born in 1859 in Vermont o Ph.D. from Johns Hopkins University. taught at University of Chicago and Columbia o started the “laboratory school” in Chicago o died in 1952 o “Probably the most influential of all American philosophers” • Experience and Education emphasizes experience, experiment, purposeful learning, freedom, and other well-known concepts of “progressive education”
• Chapter 1—Traditional vs. Progressive Education o Traditional • schools are there to transmit knowledge to the new generation • Main purpose of ed. is to prepare the young for future responsibilities and success in life • knowledge • skills • conduct/habits • Teachers are agents to transmit knowledge, skills, and conduct • Adults/teachers decide standards and everything • CRITICISMS: • doesn’t allow student-choice • drill and kill • doesn’t emphasize problem-solving o Progressive: • student-centered learning [individual freedom/independency of learning] • based on problem-solving and real-life situations • CRITICISMS • how do you manage student learning when it’s so “free” and open? • doesn’t emphasize moral development
• Chapter 2—The Need of a Theory of Experience o Not all experiences are educative; some can be mis-educative. o The central challenge to experience-based learning is to create fruitful experiences and organize them in an organized progression to guide students’ learning. o There must be continuity—The “EXPERIENTIAL CONTINUUM”
• Chapter 3—Critejec of Experience o Determine if an activity/experience is educational [for both traditional and progressive] o Why a democratic classroom? • Dewey says “Democratic social arrangements promote a better quality of human experience.” o “EVERY EXPERIENCE IS A MOVING FORCE.” o Dewey argues that experience inherently links the past to the present/future. So Experiential learning incorporates both traditional and progressive ideals. o Experiential learning promotes growth, but that growth must have direction. [“don’t want a kid to grow into becoming a better burglar” example] o The role of an educator is “see in what direction an experience is heading” and provide guidance. • Teachers should also know how to utilize the surroundings, physical and social, that exist to help build the learning experience in the classroom. • Traditional schools put schools in a biodome of sorts that separated the learning environment from the outside world. o INTERACTION with the world is essential to understanding the world. o EVERYTHING MUST HAVE A CONTEXT TO BE EDUCATIONAL • Dewey—“There is no such thing as educational value in the abstract.” o “The ideal of using the present simply to get ready for the future contradicts itself. We always live at the time we live and not at some other time, and only be extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future. This is the only preparation which in the long run amounts to anything.” • I just fucking love this rant. Right on.
• Chapter 4—Social Control o Rules are necessary [just like in a game]. “There is no game without any rules.” –Dewey • Children follow rules of games because when everyone follows the same structure, it is beneficial for the entire group [the game can be played in a fair/free way] o Classrooms should likewise have rules and structure so that everyone can play. • When disciplining, the teacher should focus on how an individual student infraction must be disciplined because it could damage the group’s functionality • “Discipline should be done on behalf of the interest of the group, not as an exhibition of personal power.” o In traditional schools, the teacher was THE figure of power to “keep order.” • Dewey says there should be shared responsibility and a sense of school community that reinforces that. o “Education is in essence a social process” where students should learn HOW to interact.
• Chapter 5—The Nature of Freedom o Freedom really means freedom of thought and observation, not necessarily freedom of movement [external freedom]. o Traditional schools limited freedom of thought and observation. • This prevents teachers from getting to know their students. • Schools that enforce imminent silence aren’t facilitating social growth o There should be spaces for students to express themselves and make open observations of the world. o Needs for external freedom varies from each student and should be addressed individually. • Chapter 6—The Meaning of Purpose o Students must feel a sense of purpose with their course work. PURPOSE DRIVES LEARNING o Purpose is usually caused by impulse or observation [ignored in traditional] o Observations process includes • observing something in the world • connecting it to past information/events • analyzing and making conclusions o A sense of purpose instill a desire to learn o But purpose alone can’t drive learning. Students must have background knowledge and skills in order to move forward in their learning. • Chapter 8—Experience—The Means and Goal of Education o Education must be based in experience o “Education should be a reality and not a name or a slogan.” -Dewey
TRADITIONAL PROGRESSIVE textbooks teacher/adults decide standards transmit knowledge to new generation knowledge, skills, conduct assumes the future will be like the past learn from experience student-centered learning problem solving real-life situations exploration -- DaLearnedOne ( talk) 02:08, 27 February 2012 (UTC)
Hi -- just wanted to start a new section and clarify who's doing what now so we're on the same page.
Thanks for this
User:Appknyc. So I posted what I learned from our workshop 2 with wikipedia school ambassador Malika. But from comments above, it seems that any cover we use of the book pub in 1938 should be fair us. Thanks!
SoniaG2 (
talk)
00:17, 28 February 2012 (UTC)
Sorry everyone, I ended up summarizing chapters 1, 2, & 3, instead of 4. I hope that doesn't interfere with your plans of what you were going to add too much. And please, edit what I wrote freely! SoniaG2 ( talk) 22:42, 6 March 2012 (UTC)
This article has recently been edited by students as part of their course work for a university course. As part of the quality metrics for the education program, we would like to determine what level of burden is placed on Wikipedia's editors by student coursework.
If you are an editor of this article who spent time correcting edits to it made by the students, please tell us how much time you spent on cleaning up the article. Please note that we are asking you to esti sub only the negative effects of the students' work. If the students added good material but you spent time formatting it or making it conform to the manual of style, or copyediting it, then the material added was still a net benefit, and the work you did improved it further. If on the other hand the students added material that had to be removed, or removed good material which you had to replace, please let us know how much time you had to spend making those corrections. This includes time you may have spent posting to the students' talk pages, or to Wikipedia noticeboards, or working with them on IRC, or any other time you spent which was required to fix problems created by the students' edits. Any work you did as a Wikipedia Ambassador for that student's class should not be counted.
Please rate the amount of time spent as follows:
Please also add any comments you feel may be helpful. We welcome ratings from multiple editors on the same article. Add your input here. Thanks! -- LiAnna Davis (WMF) ( talk) 20:12, 27 May 2012 (UTC)
This article is the subject of an educational assignment at CUNY Graduate Center supported by the Wikipedia Ambassador Program during the 2012 Q1 term. Further details are available on the course page.
The above message was substituted from {{WAP assignment}}
by
PrimeBOT (
talk) on
16:50, 2 January 2023 (UTC)