Experience and Education |
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Page 59
... action which is arbitrary and that which is just and fair . Moreover , it is not necessary that the differ- ence ... action that is motivated by personal power and desire to dictate and action that is fair 59.
... action which is arbitrary and that which is just and fair . Moreover , it is not necessary that the differ- ence ... action that is motivated by personal power and desire to dictate and action that is fair 59.
Page 74
... action so that a more compre- hensive and coherent plan of activity is formed . Some of the other tendencies to action lead to use 74.
... action so that a more compre- hensive and coherent plan of activity is formed . Some of the other tendencies to action lead to use 74.
Page 110
... action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be temporarily enjoyed . But in- tellectually it leads nowhere . It does not pro- vide knowledge about the ...
... action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be temporarily enjoyed . But in- tellectually it leads nowhere . It does not pro- vide knowledge about the ...
Contents
CHAPTER PAGE I TRADITIONAL VS PROGRESSIVE EDUCATION | 1 |
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
Copyright | |
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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