Experience and Education |
From inside the book
Results 1-3 of 22
Page 72
... activity without overt bodily activity . But capacity for such intellec- tual activity marks a comparatively late achieve- ment when it is continued for a long period . There should be brief intervals of time for quiet reflection ...
... activity without overt bodily activity . But capacity for such intellec- tual activity marks a comparatively late achieve- ment when it is continued for a long period . There should be brief intervals of time for quiet reflection ...
Page 81
... activity as an end , instead of upon intelligent activity , leads to identification of freedom with immediate execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as ...
... activity as an end , instead of upon intelligent activity , leads to identification of freedom with immediate execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as ...
Page 106
... activity , but that they provide opportunity for the kind of activity or for the acquisition of mechanical skills which leads students to attend to the relation of means and ends , and then to consideration of the way things interact ...
... activity , but that they provide opportunity for the kind of activity or for the acquisition of mechanical skills which leads students to attend to the relation of means and ends , and then to consideration of the way things interact ...
Contents
CHAPTER PAGE I TRADITIONAL VS PROGRESSIVE EDUCATION | 1 |
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
Copyright | |
5 other sections not shown
Other editions - View all
Common terms and phrases
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