[pt] Esta empreitada filosófica tem sua gênese nas discussões sobre a dualidade corpo-mente e como sua compreensão, e possível superação, poderiam influenciar positivamente o saber-fazer educacional do século XXI. Analisamos o livro Experience and Nature, de John Dewey, na sua versão original e integral a fim de destrinchar as bases para uma filosofia da mente pragmática construída pelo autor. Demonstramos como a mente e o corpo não podem ser dissociados, no que Dewey chamou de corpo-mente e que nós estendemos para corpo-mente-ambiente, devido ao princípio de continuidade que postula um contínuum físico-psicofísico-mental. A organicidade do campo mental que rege a interação indissociável entre organismo e ambiente e que não deixa de lado sentimentos, emoções e hábitos se mostrou um campo rico para os estudos em Educação; o próprio Dewey o fez em sua obra Experience and Education, a qual analisamos e mostramos como essa filosofia da mente pode trazer benefícios para o fazer-pensar educacional do século XXI. Esperamos que esta pesquisa auxilie futuros pesquisadores dos campos da Educação, Filosofia e Filosofia da Educação como uma referência importante para a compreensão das ideias expostas numa obra considerada umas das melhores dentro da tradição pragmática, mas que, até então, tem seu potencial subutilizado pelos pesquisadores brasileiros. / [en] This philosophical enterprise has its origin in the discussions of the body-mind duality and how its comprehension, and possible overcoming, could positively influence educational thinking-doing in the 21st century. We analyze the book Experience and Nature, written by John Dewey, in its original and full version in order to look into the basis for a pragmatic Philosophy of Mind built by the author. We demonstrate how mind and body cannot be dissociated, what Dewey called body-mind and we extend this to a body-mind-environment, due to the continuity principle which postulates a physical-psychophysical-mental contínuum. The organicity of the field of mind, which demands the inextricable interaction between the organism and the environment and does not set aside feelings, emotions and habits is revealed as a rich field for the study of Education; Dewey himself did the same in the book Experience and Education, which we analyze, show how the Philosophy of Mind can benefit educational doing-thinking in the 21st century. We hope this work might help future research in the field of Education, Philosophy and Philosophy of Education as an important reference for the comprehension of the ideas exhibited in a book considered one of the best among the pragmatic tradition, but which has had its potential underappreciated hitherto in Brazil.

Ett övergripande mål för gymnasieskolan har länge varit att fostra eleverna till medborgare i ett demokratiskt samhälle. Därför gäller numera att elevernas ansvar för att planera och genomföra sina studier samt deras inflytande på såväl innehåll som arbetssätt skall vara viktiga principer i undervisningen. Syftet med studien är att studera elevernas inflytande i centrala undervisningsfrågor. Specifika forskningsfrågor i anslutning till syftet är: - Hur sker val av innehåll och arbetssätt och vilket utrymme ges åt elevernas inflytande? Förekommer det någon skillnad mellan olika ämnen? - Vilka kunskaper och vilket lärande lyfts fram och efterfrågas av elever respektive lärare i situationer då respektive grupp har inflytande över innehållet? - Hur uppfattar eleverna möjligheten till inflytande i olika arbetssätt? - Vilka faktorer uppfattar elever och lärare har betydelse för elevernas inflytande över val av innehåll och arbetssätt? Resultaten visar att kursplanerna har stor betydelse för innehållet i undervisningen. Elevernas möjlighet till inflytande kommer till uttryck bl. a. genom att påkalla handledning, avgöra svårighetsgrad på arbetsuppgifter och konstruera instuderingsfrågor. Förutsättningarna för att påverka kvaliteten på kunskaper och lärande varierar med ämnets legitimitet, elevernas studiekompetens och möjlighet till interaktion med läraren. Elevernas utrymme för eget ansvar, deras möjlighet till handledning och en variation avseende gruppsammansättning, arbetssätt och beslutsfattande är viktiga faktorer för att eleverna skall känna sig motiverade och intresserade av arbetet i skolan. Det visar sig finnas flera faktorer som inverkar negativt på elevernas möjlighet till inflytande exempelvis stoffträngsel och otillräckliga baskunskaper. Eleverna påtalar behovet av undervisning och handledning för att komma vidare i sina studier och kunna utöva inflytande. Avslutningsvis diskuteras resultatet i förhållande till John Deweys utbildningsfilosofiska tankar och relateras till läroplanen som styrfaktor, erfarenheten som grunden för undervisningens innehåll, frihet och möjlighet till växande och handledning som en nödvändig interaktion. / One of the overarching goals of Swedish upper secondary education is to foster students to become citizens in a democratic society. It is, therefore, essential that the students learn to take responsibility for planning and carrying through their studies. The aim of this study is to investigate whether students have any influence on central teaching matters such as the choice of subject matter and working methods and what types of knowledge and learning students and teachers, respectively, request in situations where either of these groups is in charge of the contents. The study is based on field work, interviews and document analysis and it is carried out in one upper secondary vocational class. The results demonstrate that the syllabi are very important for the contents of teaching. The students‘ opportunities to influence the choice are expressed, for instance, in asking for tutoring, in deciding the level of task difficulty, and in constructing advance questions. The conditions for influencing the quality of knowledge and learning vary with the legitimacy of the subject, the study competence of the students, and their possibilities to interact with the teacher. The students‘ possibilities to take responsibility and to be supervised by the teacher, as well as a variation as regards group composition, working methods, and decision making are important factors for the students to be motivated for and interested in schoolwork. There seems to be several factors that are important for the students‘ possibilities to influence, e.g., crowding of contents, and insufficient basic knowledge, and the students also comment on the need of teaching and tutoring in order for them to get further in their studies. In conclusion, the results of the study are discussed in relation to John Dewey’s educational philosophy, i. e. the national curriculum, experiences - the point of departure of the contents of teaching, freedom and opportunities to grow, and tutoring - the necessary interaction.

目前台灣迎娶外籍配偶現象日益增加，「外籍配偶」一詞已成為台灣另一個新興族群的代稱。然多數外籍配偶在低社經地位的處境，加上文化隔閡而導致之教養困境，皆間接影響下一代子女的教育問題。 本研究旨在探究文化衝擊下，外籍配偶教養經驗之內涵與其調適歷程。採個案敘說研究取向，透過訪談一位來台十年、已育有三位子女之印尼客家籍外籍配偶，以敘事文體呈現外籍配偶過往之受教經驗、來台後歷經的教養遭遇並闡述其所持有之「原罪」與「愛必管教 」的教養觀。最後，本文參照家庭生命週期觀點與Anderson遷移者教養子女歷程論，進一步闡明外籍配偶在歷經跨文化衝擊下，獨特的「調整與修正」之教養現象與其教養圖像之形塑歷程。 / Getting married with foreign brides becomes more and more common in Taiwan now. The term, “Foreign Spouse”, has represented another new emerging group. However, most of the families with foreign spouses are in low social and economic status and the culture difference also forms a barrier to children’s education. These factors indirectly influence the education of next generation. The purpose of this research is to discuss the experience of how a foreign spouse educates and nurtures her children and the process of how a foreign spouse adjusts herself to overcome culture difference. This research applies case studies to interview an Indonesian foreign spouse, who has been married in Taiwan for over ten years and has three lovely children. This paper describes the case study as a story. It includes the education background of the foreign spouse and the experience of educating and nurturing children after she came to Taiwan. In addition, the story goes further to explain a very special point of view of education and nurture, which the foreign spouse in this case study possess. That is “the original crime” and “love to teach”. Finally, this paper refers to the viewpoint of life cycle of a family and the Anderson’s theory of a migrant’s educates and nurtures the children, and further explains the unique phenomenon and model of nurture and education, “the Adjustment and Modification”, that a foreign spouse has under the impact of culture difference.

This thesis is oriented to The Intensity of Experience and its role in The Dramaturgy of Experiential Courses. The main concepts: The Intensity of Experience and The Dynamics of Experience, are described in the theoretical part. At first, the author defines the concept of The Intensity of Experience, furthermore she describes diferences between The Intensity and Dynamics of Experience in order to implement both concepts into the context of Experiential Education. The second chapter is aimed at Experiential Courses, their background and history, principles of Experiential Education and Dramaturgy of Experiential Education Courses. The main part of the thesis is the third chapter, which is devoted to quantitative-qualitative research. This research is focused on The Intensity of Experience evaluated by the participants, which the author further compares with The Intensity of Experience intended by instructors. The research results indicate differences between The Intensity of Experience intended by the instructor and The Intensity of Experience that participants felt after courses.

This thesis deals with the role of experiences at camps for children and youth and the possibilities of subsequent work with these experiences. The theoretical part describes and differentiates between the Czech terms prožitek, zážitek and zkušenost (experience). Special attention is given to the process of experience-based education and six basic experiential learning models are specified. Feedback and targeted feedback are also mentioned with special focus being given to facilitation, its rules and techniques. The thesis also informs about the connection between work with feedback and dramaturgy. Qualitative research finds out whether camp leaders work with the participants' experiences, clarifies the phenomena (not) leading to this fact, describes their experience with the form of processing the experiences and determines if they have some theoretical knowledge in this field.

The work is divided into two parts - teoretical and practical part. Teoretical one defines and describes terms creativity, children at the age of 7-15 years, motivation, game, experiences education and specifics of the summer camp. This part makes the scient base for the practical part. Second part of work - practical one - is the project presents the game for whole summer camp. The story is based on the novel by Garth Nix The Seventh Tower. With the experiences education creates the complex of activities which is interconnected.

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The diploma thesis is focused on Czech folk feasts. They are introduced to pupils by using methods of drama education. The thesis is divided into theoretical part and practical part. The theoretical part contains the characteristic of drama education and its methods, purposes and principles. In the theoretical part there is also an explanation of Czech folk and non-traditional feasts. The theoretical part also allows interior view into drama education methods czech feasts. These feasts are part of "Man and his world", which is part educational program for elementary school. In the practical part there is written five individual lessons, which were realized in the third year of elementary school. Each lesson is focused for specific czech feast. These lessons support communication, cooperation and individual abilities of all pupils. Beacause of that children absorb basic methods of drama education. I tried to create these lessons for every teacher, even if drama it's not their topic. The practical part also includes my results and elaborated suggestions for further lessons. These results describe pupil's progress and evaluation. The practical part includes a description of my own action research as well. The action research is followed by its evaluation and questionnaire survey as to how the methods...