Experience and Education |
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Page 6
... acquaintance with a chang- ing world . Now , all principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental ...
... acquaintance with a chang- ing world . Now , all principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental ...
Page 9
... by adults were an invasion of in- dividual freedom , and as if the idea that edu- cation should be concerned with the present and future meant that acquaintance with the past has little or no role to play in education 9.
... by adults were an invasion of in- dividual freedom , and as if the idea that edu- cation should be concerned with the present and future meant that acquaintance with the past has little or no role to play in education 9.
Page 11
... the story of education : How shall the young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the living present ? THE NEED OF A THEORY OF EXPERIENCE IN N SHORT II.
... the story of education : How shall the young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the living present ? THE NEED OF A THEORY OF EXPERIENCE IN N SHORT II.
Contents
CHAPTER PAGE I TRADITIONAL VS PROGRESSIVE EDUCATION | 1 |
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
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acquaintance action activity actual adult ancient Greece attitudes based upon experience become capacities cation child cial conduct consequences continuity of experience Dewey direction ditional educa education based effect Either-Or ence environment execution existing Experience and Education factor facts and ideas failure formation freedom further experience future growth habit herent human impulse and desire indi individual intel intelligence interaction involved JOHN DEWEY judgment KAPPA DELTA PI knowledge learner learning life-experience live material matter mature person ment objective conditions observation old education operate ophy organization of subject-matter past perience philos philosophy of education practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question reason rejected relation of means responsibility rules scientific method situations skills social control spect teacher things tion traditional education traditional school treme truancy viduals young