Experience and Education |
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Page 6
... principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental and far - reaching , everything depends upon the ...
... principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental and far - reaching , everything depends upon the ...
Page 27
... principle of habit so understood obviously goes deeper than the ordinary con- ception of a habit as a more or less fixed way of doing things , although it includes the latter as one of its special cases . It covers the forma- tion of ...
... principle of habit so understood obviously goes deeper than the ordinary con- ception of a habit as a more or less fixed way of doing things , although it includes the latter as one of its special cases . It covers the forma- tion of ...
Page 104
John Dewey. fundamental principles of the scientific organ- ization of knowledge is the principle of cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very ...
John Dewey. fundamental principles of the scientific organ- ization of knowledge is the principle of cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very ...
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