Experience and Education |
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Page 74
... impulse until that impulse has been brought into connection with other possi- ble tendencies to action so that a more compre- hensive and coherent plan of activity is formed . Some of the other tendencies to action lead to use 74.
... impulse until that impulse has been brought into connection with other possi- ble tendencies to action so that a more compre- hensive and coherent plan of activity is formed . Some of the other tendencies to action lead to use 74.
Page 89
... lead out to larger and better organized fields . It is a mistake to suppose that the principle of the leading on of experience to something different is adequately satisfied simply by giv- ing pupils some new experiences any more than ...
... lead out to larger and better organized fields . It is a mistake to suppose that the principle of the leading on of experience to something different is adequately satisfied simply by giv- ing pupils some new experiences any more than ...
Page 110
... leads nowhere . It does not pro- vide knowledge about the situations in which action occurs nor does it lead to clarification and expansion of ideas . In the third place , the method of intelligence manifested in the experimental method ...
... leads nowhere . It does not pro- vide knowledge about the situations in which action occurs nor does it lead to clarification and expansion of ideas . In the third place , the method of intelligence manifested in the experimental 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