Experience and Education |
From inside the book
Results 1-3 of 14
Page 67
... course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not mean the ...
... course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not mean the ...
Page 95
... course of studies for all progressive schools is out of the question ; it would mean abandoning the fundamental principle of con- nection with life - experiences . Moreover , pro- gressive schools are new . They have had hardly more ...
... course of studies for all progressive schools is out of the question ; it would mean abandoning the fundamental principle of con- nection with life - experiences . Moreover , pro- gressive schools are new . They have had hardly more ...
Page 115
... course may be improvised , if not in an im- promptu fashion , at least almost from day to day or from week to week . It is for this reason that instead of extolling its principles , I have confined myself to showing certain conditions ...
... course may be improvised , if not in an im- promptu fashion , at least almost from day to day or from week to week . It is for this reason that instead of extolling its principles , I have confined myself to showing certain conditions ...
Contents
CHAPTER PAGE I TRADITIONAL VS PROGRESSIVE EDUCATION | 1 |
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
Copyright | |
5 other sections not shown
Other editions - View all
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