Experience and Education |
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Page 3
... connection with the material . Teachers are the agents through which knowl- edge and skills are communicated and rules of conduct enforced . I have not made this brief summary for the purpose of criticizing the underlying philos- ophy ...
... connection with the material . Teachers are the agents through which knowl- edge and skills are communicated and rules of conduct enforced . I have not made this brief summary for the purpose of criticizing the underlying philos- ophy ...
Page 16
... connection with further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex ...
... connection with further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex ...
Page 87
... connection of education with ex- perience is shown by the fact that this change takes place outside of the school and apart from formal education . The infant , for example , be- gins with an environment of objects that is very restricted ...
... connection of education with ex- perience is shown by the fact that this change takes place outside of the school and apart from formal education . The infant , for example , be- gins with an environment of objects that is very restricted ...
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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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