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This important philosophical statement by an eminent scientist is written with such clarity and directness, and derives from so broad a humanistic perspective, that the thoughtful reader will find it as rewarding as it is instructive. The author's purpose in this undertaking is to: "...outline a system of thought in which notions or values can find a place along with the ideas of causal relationships that are applied in the physical sciences. The essential doctrine of this system, which is taken from the metaphysical picture developed by Alfred North Whitehead... is the assumption that, in every act occurring in the universe, experience derived from that which has gone before is integrated with conceptions concerning possibilities in the future." Analyzing and extending Whitehead's picture, Dr. Burgers argues that the physical view of causality in itself is too restrictive for a general description of the universe, and is valid only for those phenomena where values are irrelevant. His concern is to introduce the entire panorama with its complementary physical and conceptual aspects in such a way that a wider view of causality is obtained, whereby an opening is found for the explanation of life. The author points out that the concept of "organism" implies "purpose," and is thus not amenable to complete description in the terms of molecular biology. Although most evolutionary steps are the result of unplanned chance effects, the recognition and conception of future possibilities are factors in the evolutionary trend: "The existence of matter is the result of persistent repetition of certain patterns. Matter is a set of habits of the universe; it is these habits which are studied in physics. [But] life is more than habit: it is the coordination of spontaneity... a struggle against mere randomness.... "It is the key of the philosophy here presented to consider expectations and valuations not as accidental by-products of physical states of matter, but as essential forms of functioning."
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.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
It is difficult to overstate the importance of personal consumption both to individual consumers and to the economy. While consumer&, are recognized as valuing market goods and services for the activities they can construct from them in the frameworks of several disciplines, consequences of the characteristics of goods and services they use in these activities have not been well studied. In the discourse to follow, I will contrast knowledge-yielding and conventional goods and services as factors in the construction of activities that consumers engage in when they are not in the workplace. Consumers will be seen as deciding on non-work activities and the inputs to these activities according to their objectives, and the values and cumulated skills they hold. I will suggest that knowledge content in these activities can be efficient for consumer objectives and also have important externalities through its effect on productivity at work and economic growth. The exposition will seek to elaborate these points and contribute to multi disciplinal dialogue on consumption. It takes as its starting point the contention that consumption is simultaneously an economic and social psychological process and that integration of content can contribute to explanation.
This text seeks to raise the curtain on competitive pricing strategies and asserts that businesses often miss their best opportunity for providing consumers with what they want - an experience. It presents a strategy for companies to script and stage the experiences provided by their products.
The fourth installment of The Premed Playbook series brings together all of the wisdom of helping thousands of students through the medical school application process.
Learn from the Engagement Masters Education is a battle for attention. Whether you are a teacher trying to reach a classroom full of students or a parent trying to prepare your child for the world to come, getting our audience to just listen can be a real challenge. When students have access to personalized entertainment sitting in their pockets, anything that doesn't jump out and grab their attention right away is easily drowned out. But there is a place where even today all those modern distractions melt away--Disneyland. When you're there, you're not only in a different world, you're in Walt Disney's world. Whether you are Peter Pan flying over London in Fantasyland or a rebel fighter struggling against the First Order in Galaxy's Edge, you are 100% engaged. Sights, sounds and even smells ensure that your brain is locked into the experience. If we can bring those techniques into our teaching, we can create engaging experiences for our students, grab their attention, and boost their learning. You'll improve your teaching and create a place students want to visit. In this book we'll learn from the world's greatest engagement masters--the Disney Imagineers. Through narrative visits to attractions throughout Disneyland and Disney California Adventure, you'll experience a visit to the park as we share memories and see how the Imagineers make it all work. We'll be guided by Imagineering icon Marty Sklar's Mickey's 10 Commandments of Theme Park Design as we turn our classrooms into the most engaging places on Earth!
Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.