Experience and Education |
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Page 32
... given occasions whatever capacity for sympathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
... given occasions whatever capacity for sympathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
Page 43
... given time . It is the other factor , that of objec- tive conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objec- tive conditions " covers a wide ...
... given time . It is the other factor , that of objec- tive conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objec- tive conditions " covers a wide ...
Page 89
... 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 the kindergarten child , and with the boy and ...
... 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 the kindergarten child , and with the boy and ...
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