Experience and Education |
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Page vi
... practice . It is for this reason that it is so difficult to develop a philosophy of education , the moment tradition ... practices of the past - as is exemplified at present in education in the at- tempt to revive the principles of ...
... practice . It is for this reason that it is so difficult to develop a philosophy of education , the moment tradition ... practices of the past - as is exemplified at present in education in the at- tempt to revive the principles of ...
Page 6
... practice in the school and the home . It is at this point that the reference made ear- lier to Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference ...
... practice in the school and the home . It is at this point that the reference made ear- lier to Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference ...
Page 102
... practice , if not in so many words , it is often held that since traditional education rested upon a conception of organization of knowledge that was almost completely contemptuous of living present ex- perience , therefore education ...
... practice , if not in so many words , it is often held that since traditional education rested upon a conception of organization of knowledge that was almost completely contemptuous of living present ex- perience , therefore education ...
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