Experience and Education |
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Page 40
... intelligence in fulfilling her parental function widen her free- dom ? Doubtless if a fetish were made of the advice and directions so that they came to be inflexible dictates to be followed under every possible condition , then ...
... intelligence in fulfilling her parental function widen her free- dom ? Doubtless if a fetish were made of the advice and directions so that they came to be inflexible dictates to be followed under every possible condition , then ...
Page 96
... set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- 1 tor's responsibility to see equally to two things : 96.
... set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- 1 tor's responsibility to see equally to two things : 96.
Page 100
... intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning of the young , had ever been undertaken with a view to making the method ...
... intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning of the young , had ever been undertaken with a view to making the method ...
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