Experience and Education |
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Page 37
... observation of what goes on in some families and some schools would disclose that some parents and some teachers are acting upon the idea of subordinating objective conditions to in- ternal ones . In that case , it is assumed not only ...
... observation of what goes on in some families and some schools would disclose that some parents and some teachers are acting upon the idea of subordinating objective conditions to in- ternal ones . In that case , it is assumed not only ...
Page 79
... observe very carefully just what the conditions are , as in climbing a steep and rough mountain where no trail has been ... observation alone is not enough . We have to understand the significance of what we see , hear , and touch . This ...
... observe very carefully just what the conditions are , as in climbing a steep and rough mountain where no trail has been ... observation alone is not enough . We have to understand the significance of what we see , hear , and touch . This ...
Page 90
... observation and judgment will expand the area of further experience . He must constantly regard what is already won not as a fixed pos- session but as an agency and instrumentality for opening new fields which make new demands upon ...
... observation and judgment will expand the area of further experience . He must constantly regard what is already won not as a fixed pos- session but as an agency and instrumentality for opening new fields which make new demands upon ...
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