Experience and Education |
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Page 67
... possible , of course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not ...
... possible , of course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not ...
Page 87
... possible without departing from the organic connection of education with ex- perience is shown by the fact that this change takes place outside of the school and apart from formal education . The infant , for example , be- gins with an ...
... possible without departing from the organic connection of education with ex- perience is shown by the fact that this change takes place outside of the school and apart from formal education . The infant , for example , be- gins with an ...
Page 100
... possible field of their application . For so far science has been applied more or less casually and under the influence of ends , such as private advantage and power , which are a heritage from the in- stitutions of a prescientific age ...
... possible field of their application . For so far science has been applied more or less casually and under the influence of ends , such as private advantage and power , which are a heritage from the in- stitutions of a prescientific age ...
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