Experience and Education |
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Page 17
... important it is that there shall be clear conceptions of what experience is . Unless ex- perience is so conceived that the result is a plan for deciding upon subject - matter , upon meth- ods of instruction and discipline , and upon ...
... important it is that there shall be clear conceptions of what experience is . Unless ex- perience is so conceived that the result is a plan for deciding upon subject - matter , upon meth- ods of instruction and discipline , and upon ...
Page 49
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
Page 78
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution of ...
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution 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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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