Experience and Education |
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Page 29
... application . ยท I return now to the question of continuity as a criterion by which to discriminate between experiences which are educative and those which are mis - educative . As we have seen , there is some kind of continuity in any ...
... application . ยท I return now to the question of continuity as a criterion by which to discriminate between experiences which are educative and those which are mis - educative . As we have seen , there is some kind of continuity in any ...
Page 97
... application is not restricted to a study of his- tory . Take natural science , for example . Con- temporary social life is what it is in very large measure because of the results of application of physical science . The experience of ...
... application is not restricted to a study of his- tory . Take natural science , for example . Con- temporary social life is what it is in very large measure because of the results of application of physical science . The experience of ...
Page 100
John Dewey. The applications of science which have pro- duced in large measure the social conditions which now exist do not exhaust the possible field of their application . For so far science has been applied more or less casually and ...
John Dewey. The applications of science which have pro- duced in large measure the social conditions which now exist do not exhaust the possible field of their application . For so far science has been applied more or less casually and ...
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