Experience and Education |
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Page 100
... human beings to direct their common life intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on the other hand , the fact that human beings are so largely creatures of ...
... human beings to direct their common life intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on the other hand , the fact that human beings are so largely creatures of ...
Page 101
... human , than is found in the experiences from which educative growth sets out . Hogben's recent work , Mathematics for the Million , shows how mathematics , if it is treated as a mirror of civilization and as a main agency in its ...
... human , than is found in the experiences from which educative growth sets out . Hogben's recent work , Mathematics for the Million , shows how mathematics , if it is treated as a mirror of civilization and as a main agency in its ...
Page 103
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties ...
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties ...
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