Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.     

Performance and visitors’ perception of authenticity in eco-cultural tourism

ABSTRACT

With the increasing commodification of cultural heritage induced by tourism development, the perception of a ‘real’ travel experience often depends on what is defined as authentic, original and local. Visitors are becoming increasingly concerned about the authenticity of eco-cultural tourism practices when they visit culturally and environmentally remote regions. The purpose of this study is to examine the role performance plays in visitors' perception of authenticity of eco-cultural tourism experiences. Various theoretical foundations and aspects of visitors' perceptions of authenticity in cultural heritage tourism are considered. A grounded theory approach based on in-depth semi-structured interviews with several categories of visitors including 25 clients from two eco-tours in South and Central Kazakhstan and 29 Free Independent Travellers (FITs) was adopted to identify visitors' perception of authenticity of various aspects of their tourism experiences and the attributes of the visitors' performative aspects of their travels. Results reveal that the performative aspects contributing to the perceived authenticity of the visitors' eco-cultural experiences are spontaneous, existential and reciprocal relationships with their hosts in intimate tourism encounters. The findings contribute to literature regarding authenticity and cultural heritage tourism by exploring new directions in which to apply the concept of authenticity in eco-cultural tourism experiences and by theorising the link between performance-based touristic space and the perception of authenticity. This space becomes a basis for interaction and social exchange within the host–guest relationship.     

A journey to Mars: John Dewey’s lectures and inquiry in China

ABSTRACT

Instead of the framework of influence–acceptance commonly used in previous studies, the author uses new sources to reexamine John Dewey’s visit to China from the perspective of interactive experience. This study presents Dewey’s lectures in China as the result of interrelationships among a variety of elements – Columbia University, different hosts and audiences, the media, all levels of the Chinese government, the domestic situation in the United States, the international situation, and Dewey’s expectations and work – against the general background of China’s New Culture Movement and new educational reforms. Dewey’s speeches on democracy, science, and new education were remarkably successful in the first year of his visit to China, but began to meet with resistance from some students beginning in June 1920. Because of the Red Scare in the United States, Dewey had to stay in China. In the second year of his visit, he gave warmly welcomed lectures on the same topics in Jiangxi, Fujian, and Guangdong Provinces. With a deeper understanding of China, Dewey not only identified himself with reform plans but also began to pay more attention to China’s economic problems. His inquiry into the problems confronting China is a good example of what he advocated in his lectures: seeing democracy, science, and new education as a way of thinking and carrying out actions and making intellectual choices while moving forward.     

The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada

This article explores the personal experiences using a currere model of two new academics and their investigations into the relationships between Indigenous education and environmental education. It outlines the challenges of Indigenous education within the contexts of higher education in the Coast Salish region with a specific focus on the Canadian role in Indigenizing education. We suggest that an intervention in our current practices is necessary in light of the ongoing violations of the Universal Declaration of Human rights and the Declaration of the Rights of Indigenous Peoples. We provide language and insights into cultural schizophrenia, authenticity, and the complexities of Indigenization.     

初一数学教学体会谈

初一学生处于半幼稚、半成熟阶段,掌握其规律教学,更应善于引导,使他们旺盛的精力,强烈的好奇化为强烈的求知欲望和认真学习的精神,变被动学习为主动自觉学,习让学生的各种素质都得到有效的发展和培养。     

Museums and the ‘Death of Experience’: singularity,interiority and the outside

This paper discusses a number of well-known critiques of the museum that seek to identify it as a problematic space for experience. The key argument put forward is that we can find within that analysis a critical geography around the museum that help us to understand the work that it does in relation to experience. Three spatial motifs are drawn from this analysis and discussed: the singular, the interior and the outside. The paper argues that museums since the nineteenth century have established a topos for experience based on a mimetic realism around the experience of both culture and history through the first two of these spatial expressions. Through them museums produces a fabulation of culture and history that supplements for the lack of topos for experience found within modern society as a whole. The latter spatiality – that of the outside – is found in the form of the absent–presence of the event in relation to the archiving principle of the museum, thereby continually unsettling the first two expressions and calling them into question. This dynamic reveals the museum as a space to critically think about what it does with experience and the importance of spatial analysis for that.