Experience and Education |
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Page 15
... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which learning was ex- perienced by them ? How many acquired spe- cial skills by means of automatic drill so that their power of ...
... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which learning was ex- perienced by them ? How many acquired spe- cial skills by means of automatic drill so that their power of ...
Page 67
... example , with respect to proper ways of greeting other persons . The particular form a convention takes has nothing fixed and absolute about it . But the existence of some form of convention is not itself a conven- tion . It is a ...
... example , with respect to proper ways of greeting other persons . The particular form a convention takes has nothing fixed and absolute about it . But the existence of some form of convention is not itself a conven- tion . It is a ...
Page 87
... 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 87.
... 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 87.
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