Experience and Education |
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Page 53
... life- experience , are thereby committed to framing and adopting an intelligent theory or , if you please , philosophy of experience . Otherwise they are at the mercy of every intellectual breeze that happens to blow . I have tried to ...
... life- experience , are thereby committed to framing and adopting an intelligent theory or , if you please , philosophy of experience . Otherwise they are at the mercy of every intellectual breeze that happens to blow . I have tried to ...
Page 87
... life - experience . In this re- spect the newer education contrasts sharply with procedures which start with facts and truths that are outside the range of the experience of those taught , and which , therefore , have the problem of ...
... life - experience . In this re- spect the newer education contrasts sharply with procedures which start with facts and truths that are outside the range of the experience of those taught , and which , therefore , have the problem of ...
Page 101
... experience towards organization : an organization which is free , not externally imposed , because it is in accord with the growth of experience itself . The utilization . of subject - matter found in the present life- experience of the ...
... experience towards organization : an organization which is free , not externally imposed , because it is in accord with the growth of experience itself . The utilization . of subject - matter found in the present life- experience of the ...
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