Experience and Education |
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Page 18
... actual guidance being derived not from them but from custom and established routines . Just because progressive schools cannot rely upon established traditions and institutional habits , they must either proceed more or less haphazardly ...
... actual guidance being derived not from them but from custom and established routines . Just because progressive schools cannot rely upon established traditions and institutional habits , they must either proceed more or less haphazardly ...
Page 51
... actual preparation for the future is missed or distorted . The ideal of using the pres- ent simply to get ready for the future contra- dicts itself . It omits , and even shuts out , the very conditions by which a person can be pre ...
... actual preparation for the future is missed or distorted . The ideal of using the pres- ent simply to get ready for the future contra- dicts itself . It omits , and even shuts out , the very conditions by which a person can be pre ...
Page 113
... actual life - experience of some individual . I have not argued for the acceptance of this principle nor attempted to justify it . Conservatives as well as radicals in education are profoundly discon- tented with the present educational ...
... actual life - experience of some individual . I have not argued for the acceptance of this principle nor attempted to justify it . Conservatives as well as radicals in education are profoundly discon- tented with the present educational ...
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