Experience and Education |
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Page 9
... ence . The problems are not even recognized , to say nothing of being solved , when it is as- sumed that it suffices to reject the ideas and practices of the old education and then go to the opposite extreme . Yet I am sure that you ...
... ence . The problems are not even recognized , to say nothing of being solved , when it is as- sumed that it suffices to reject the ideas and practices of the old education and then go to the opposite extreme . Yet I am sure that you ...
Page 43
... ence is split . A divided world , a world whose parts and aspects do not hang together , is at once a sign and a cause of a divided personality . When the splitting - up reaches a certain point we call the person insane . A fully ...
... ence is split . A divided world , a world whose parts and aspects do not hang together , is at once a sign and a cause of a divided personality . When the splitting - up reaches a certain point we call the person insane . A fully ...
Page 89
... ence requires that equal thought and attention be given to solution of this aspect of the educa- tional problem . Undoubtedly this phase of the problem is more difficult than the other . Those who deal with the pre - school child , with ...
... ence requires that equal thought and attention be given to solution of this aspect of the educa- tional problem . Undoubtedly this phase of the problem is more difficult than the other . Those who deal with the pre - school child , with ...
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