Experience and Education |
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Page 65
... 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 develop these capacities . The planning must be flexible enough to permit free ...
... 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 develop these capacities . The planning must be flexible enough to permit free ...
Page 89
... deal with the pre - school child , with the kindergarten child , and with the boy and girl of the early primary years do not have much difficulty in determining the range of past ex- perience or in finding activities that connect in ...
... deal with the pre - school child , with the kindergarten child , and with the boy and girl of the early primary years do not have much difficulty in determining the range of past ex- perience or in finding activities that connect in ...
Page 95
... deal only with the present and future . That up to the present time the weakest point in progressive schools is in the matter of selec- tion and organization of intellectual subject- matter is , I think , inevitable under the circum ...
... deal only with the present and future . That up to the present time the weakest point in progressive schools is in the matter of selec- tion and organization of intellectual subject- matter is , I think , inevitable under the circum ...
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