Experience and Education |
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Page 38
... interaction with these immediate internal states may be brought about . The word " interaction , " which has just been used , expresses the second chief principle for interpreting an experience in its educational function and force . It ...
... interaction with these immediate internal states may be brought about . The word " interaction , " which has just been used , expresses the second chief principle for interpreting an experience in its educational function and force . It ...
Page 41
... interaction is going on between an individual and objects and other persons . The conceptions of situation and of interaction are inseparable from each other . An experience is always what it is because of a transaction taking place be ...
... interaction is going on between an individual and objects and other persons . The conceptions of situation and of interaction are inseparable from each other . An experience is always what it is because of a transaction taking place be ...
Page 43
... interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which interaction takes ...
... interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which interaction takes ...
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