Experience and Education |
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Page 13
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
Page 29
... effect of growth in a special direction upon the attitudes and habits which alone open up avenues for development in other lines ? I shall leave you to answer these questions , saying simply that when and only when development in a ...
... effect of growth in a special direction upon the attitudes and habits which alone open up avenues for development in other lines ? I shall leave you to answer these questions , saying simply that when and only when development in a ...
Page 106
... effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ... effects . It is the same in principle as the ground for laboratories in scientific re- search . Unless 106.
... effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ... effects . It is the same in principle as the ground for laboratories in scientific re- search . Unless 106.
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