Experience and Education |
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Page xii
... positive - not a neg- ative - philosophy of experience and education . Directed by such a positive philosophy , Ameri- can educators will erase their contentious labels and in solid ranks labor in behalf of a better tomorrow . ALFRED L ...
... positive - not a neg- ative - philosophy of experience and education . Directed by such a positive philosophy , Ameri- can educators will erase their contentious labels and in solid ranks labor in behalf of a better tomorrow . ALFRED L ...
Page 50
... positive asset . They have at least retained their native common sense and power of judgment , and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experi- ences they have ...
... positive asset . They have at least retained their native common sense and power of judgment , and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experi- ences they have ...
Page 74
... positive into something negative . For freedom from restriction , the neg- ative side , is to be prized only as a means to a freedom which is power : power to frame pur- poses , to judge wisely , to evaluate desires by the consequences ...
... positive into something negative . For freedom from restriction , the neg- ative side , is to be prized only as a means to a freedom which is power : power to frame pur- poses , to judge wisely , to evaluate desires by the consequences ...
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