Experience and Education |
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Page 32
... moving force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false ...
... moving force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false ...
Page 83
... moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information , and for judgment if ...
... moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information , and for judgment if ...
Page 111
... moving force in influencing what future experiences will be . I am aware that the emphasis I have placed upon scientific method may be mislead- ing , for it may result only in calling up the special technique of laboratory research as ...
... moving force in influencing what future experiences will be . I am aware that the emphasis I have placed upon scientific method may be mislead- ing , for it may result only in calling up the special technique of laboratory research as ...
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