Experience and Education |
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Page 46
... material of education so largely to a diet of predigested ma- terials . According to this notion , it was enough to regulate the quantity and difficulty of the material provided , in a scheme of quantitative grading , from month to ...
... material of education so largely to a diet of predigested ma- terials . According to this notion , it was enough to regulate the quantity and difficulty of the material provided , in a scheme of quantitative grading , from month to ...
Page 84
... materials lest freedom be infringed upon . Why , then , even supply materials , since they are a source of some suggestion or other ? But what is more important is that the suggestion upon which pupils act must in any case come from ...
... materials lest freedom be infringed upon . Why , then , even supply materials , since they are a source of some suggestion or other ? But what is more important is that the suggestion upon which pupils act must in any case come from ...
Page 87
... materials which at the outset fall within the scope of ordinary life - experience . In this re- spect the newer ... material for learning within experience is only the first step . The next step is the progressive development of what is ...
... materials which at the outset fall within the scope of ordinary life - experience . In this re- spect the newer ... material for learning within experience is only the first step . The next step is the progressive development of what is ...
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