Experience and Education |
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Page 32
... force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false to the ...
... force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false to the ...
Page 38
... which has just been used , expresses the second chief principle for interpreting an experience in its educational function and force . It assigns equal rights to both factors in experience - objective and inter- nal conditions 38.
... which has just been used , expresses the second chief principle for interpreting an experience in its educational function and force . It assigns equal rights to both factors in experience - objective and inter- nal conditions 38.
Page 108
... as the pattern and ideal of intelligent exploration and exploitation of the potentialities inherent in experience . The problem involved comes home with peculiar force to progressive schools . Failure to give constant 108.
... as the pattern and ideal of intelligent exploration and exploitation of the potentialities inherent in experience . The problem involved comes home with peculiar force to progressive schools . Failure to give constant 108.
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