Experience and Education |
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Page 10
... is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
... is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
Page 13
... ment are not self - explanatory ideas . Rather , their meaning is part of the problem to be ex- plored . To know the meaning of empiricism we need to understand what experience is . The belief that all genuine education comes about ...
... ment are not self - explanatory ideas . Rather , their meaning is part of the problem to be ex- plored . To know the meaning of empiricism we need to understand what experience is . The belief that all genuine education comes about ...
Page 38
... ment of infants . Instead of these conditions being subordinated to the immediate internal condition of the baby , they are definitely ordered so that a particular kind of interaction with these immediate internal states may be brought ...
... ment of infants . Instead of these conditions being subordinated to the immediate internal condition of the baby , they are definitely ordered so that a particular kind of interaction with these immediate internal states may be brought ...
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