Experience and Education |
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Page 6
... prefer- ence involved shall be worked out in practice . There is always the danger in a new movement that in rejecting the aims and methods of that which it would supplant , it may develop its principles negatively rather than ...
... prefer- ence involved shall be worked out in practice . There is always the danger in a new movement that in rejecting the aims and methods of that which it would supplant , it may develop its principles negatively rather than ...
Page 24
... prefer democratic and humane arrange- ments to those which are autocratic and harsh . And by " why , " I mean the reason for prefer- ring them , not just the causes which lead us 24.
... prefer democratic and humane arrange- ments to those which are autocratic and harsh . And by " why , " I mean the reason for prefer- ring them , not just the causes which lead us 24.
Page 25
... prefer fascism , for example . The cause for our prefer- ence is not the same thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any ...
... prefer fascism , for example . The cause for our prefer- ence is not the same thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any ...
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