Experience and Education |
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Page 108
... applied throughout the day - by - day work of the school in all sub- jects , I should be more impressed by this emo- tional appeal than I am . I see at bottom but two alternatives between which education must choose if it is not to ...
... applied throughout the day - by - day work of the school in all sub- jects , I should be more impressed by this emo- tional appeal than I am . I see at bottom but two alternatives between which education must choose if it is not to ...
Page 115
... must be to be worthy of the name education . I am not , I hope and believe , in favor of any ends or any methods simply because the name progressive may be applied to them . The basic question concerns the nature 115.
... must be to be worthy of the name education . I am not , I hope and believe , in favor of any ends or any methods simply because the name progressive may be applied to them . The basic question concerns the nature 115.
Page 116
John Dewey. applied to them . The basic question concerns the nature of education with no qualifying ad- jectives prefixed . What we want and need is education pure and simple , and we shall make surer and faster progress when we devote ...
John Dewey. applied to them . The basic question concerns the nature of education with no qualifying ad- jectives prefixed . What we want and need is education pure and simple , and we shall make surer and faster progress when we devote ...
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