Experience and Education |
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Page 13
... Experience and education cannot be di- rectly equated to each other . For some experi- ences are mis - educative . Any experience is mis- educative that has the effect of arresting or distorting the growth of further experience . An ...
... Experience and education cannot be di- rectly equated to each other . For some experi- ences are mis - educative . Any experience is mis- educative that has the effect of arresting or distorting the growth of further experience . An ...
Page 16
... further experience . The positive side of this point is even more important in connection with progressive educa ... education based upon experience is to select the kind of present 16.
... further experience . The positive side of this point is even more important in connection with progressive educa ... education based upon experience is to select the kind of present 16.
Page 30
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
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