Experience and Education |
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Page 43
John Dewey. course of experience is disorderly , since the indi- vidual factor that enters into making an experi- ence is split . A divided world , a world whose parts and aspects do not hang together , is at once a sign and a cause of a ...
John Dewey. course of experience is disorderly , since the indi- vidual factor that enters into making an experi- ence is split . A divided world , a world whose parts and aspects do not hang together , is at once a sign and a cause of a ...
Page 64
... indi- viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to organization which exercises control over individual impulses by the mere fact that all are engaged in communal projects ...
... indi- viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to organization which exercises control over individual impulses by the mere fact that all are engaged in communal projects ...
Page 65
... indi- viduality of experience and yet firm enough to give direction towards continuous development of power . The present occasion is a suitable one to say something about the province and office of the teacher . The principle that ...
... indi- viduality of experience and yet firm enough to give direction towards continuous development of power . The present occasion is a suitable one to say something about the province and office of the teacher . The principle that ...
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