Experience and Education |
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Page 45
... capacities of the individuals who are learning at a given time . It is not enough that certain materials and methods have proved effective with other indi- viduals at other times . There must be a reason for thinking that they will ...
... capacities of the individuals who are learning at a given time . It is not enough that certain materials and methods have proved effective with other indi- viduals at other times . There must be a reason for thinking that they will ...
Page 50
John Dewey. robbed of native capacities which otherwise would enable him to cope with the circum- stances that he meets in the course of his life . We often see persons who have had little schooling and in whose case the absence of set ...
John Dewey. robbed of native capacities which otherwise would enable him to cope with the circum- stances that he meets in the course of his life . We often see persons who have had little schooling and in whose case the absence of set ...
Page 65
... capacities and needs of the par- ticular set of individuals with whom he is deal- ing and must at the same time arrange the con- ditions which provide the subject - matter or content for experiences that satisfy these needs . and ...
... capacities and needs of the par- ticular set of individuals with whom he is deal- ing and must at the same time arrange the con- ditions which provide the subject - matter or content for experiences that satisfy these needs . 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