Experience and Education |
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Page 7
... idea that there is an intimate and necessary relation between the processes of actual experience and educa- tion . If this be true , then a positive and con- structive development of its own basic idea de- pends upon having a correct idea ...
... idea that there is an intimate and necessary relation between the processes of actual experience and educa- tion . If this be true , then a positive and con- structive development of its own basic idea de- pends upon having a correct idea ...
Page 81
... idea of consequences , must blend with desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an ...
... idea of consequences , must blend with desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an ...
Page 109
... ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas employed are hypotheses , not final truths , is the reason why ...
... ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas employed are hypotheses , not final truths , is the reason why ...
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