The educational situation in Utopia: Why what is, is

In this response to Molly Ware’s review of our 2013 book, John Dewey and Education Outdoors, we extend her suggestion that complexity be regarded as an important, generative force in education reform. Drawing on Dewey’s 1933 Utopian Schools speech, we discuss the “level deeper” that Dewey sought as he criticized the method/subject mater dichotomy, which he saw as an artifact of social class carried forward in the form of a curricular debate rather than a natural source of tension that would be productive to democratic education. Dewey radically argued that learning itself contained similar anti-democratic potential. Eschewing the false child versus curriculum dichotomy, Dewey believed complexity as a catalyst for educational action would be achieved by engaging children in historically formed occupations, harnessing the forces that drive technological and cultural evolution in order to spur interest, effort, and the formation of social attitudes among students. Following Ware, we suggest that reformers should seek to understand at a lever deeper the many sources of complexity they encounter as they both challenge and honor what is

Philanthropic Paths: An Exploratory Study of the Career Pathways of Professionals of Color in Philanthropy

This study, commissioned by the D5 Coalition, provides a nuanced picture of the career experiences of 43 philanthropic professionals of color ranging from Program Officers to CEOs working in an array of foundations. Through an exploration of the perceptions, analyses, and career histories of people of color working in the philanthropic sector, this study aims to advance the field's understanding of the following questions:What are the career pathways of people of color in philanthropy in terms of how they enter the field and advance to higher levels of seniority?What factors do philanthropic professionals of color view as posing the greatest barriers and contributors to career advancement in the sector?What is the perceived value of and challenges to achieving greater leadership diversity in foundations from the perspective of professionals of color in the field? While not generalizable to the broader population of people of color working in the sector, interviews conducted with these individuals surfaced a set of potentially common points of entry and career pathways among professionals of color in philanthropy, as well as the factors that helped shape those pathways

The evolution of experiential learning: Tracing lines of research in the JEE

This essay introduces a collection of past articles from the Journal of Experiential Education (JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs

Routines for Computing Pressure Drops in Venturis

A set of computer-program routines has been developed for calculating pressure drops and recoveries of flows through standard venturis, nozzle venturis, and orifices. Relative to prior methods used for such calculations, the method implemented by these routines offers greater accuracy because it involves fewer simplifying assumptions and is more generally applicable to wide ranges of flow conditions. These routines are based on conservation of momentum and energy equations for real nonideal fluids, the properties of which are calculated by curve-fitting subroutines based on empirical properties data. These routines are capable of representing cavitating, choked, non-cavitating, and unchoked flow conditions for liquids, gases, and supercritical fluids. For a computation of flow through a given venturi, nozzle venturi, or orifice, the routines determine which flow condition occurs: First, they calculate a throat pressure under the assumption that the flow is unchoked or non-cavitating, then they calculate the throat pressure under the assumption that the flow is choked or cavitating. The assumption that yields the higher throat pressure is selected as the correct one