Experience and Education |
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Page 102
... ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge of more facts and entertaining of more ideas and to a better , a more orderly , arrangement of them . It is not true that ...
... ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge of more facts and entertaining of more ideas and to a better , a more orderly , arrangement of them . It is not true that ...
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 ...
Page 110
... ideas or hypotheses are tested by the consequences which they produce when they are acted upon . This fact means ... ideas . In the third place , the method of intelligence manifested in the experimental method de- mands keeping track of ...
... ideas or hypotheses are tested by the consequences which they produce when they are acted upon . This fact means ... ideas . In the third place , the method of intelligence manifested in the experimental method de- mands keeping track of ...
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