Experience and Education |
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Page 108
... method of science had ever been con- sistently and continuously applied throughout the day - by - day work of the school ... methods and ideals that arose centuries before scientific method was developed . The appeal may be temporarily ...
... method of science had ever been con- sistently and continuously applied throughout the day - by - day work of the school ... methods and ideals that arose centuries before scientific method was developed . The appeal may be temporarily ...
Page 109
... method of science attaches more importance , not less , to ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas ...
... method of science attaches more importance , not less , to ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas ...
Page 111
... method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It means that ...
... method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It means that ...
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