Experience and Education |
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Page 108
... scientific method was developed . The appeal may be temporarily successful in a period when general insecurity , emotional and intellectual as well as economic , is rife . For under these conditions the desire to lean on fixed authority ...
... scientific method was developed . The appeal may be temporarily successful in a period when general insecurity , emotional and intellectual as well as economic , is rife . For under these conditions the desire to lean on fixed authority ...
Page 111
... scientific method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It ...
... scientific method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It ...
Page 113
... scientific age or forward to ever greater utilization of scientific method in the development of the 113 VIII EXPERIENCE-THE MEANS AND GOAL OF EDUCATION.
... scientific age or forward to ever greater utilization of scientific method in the development of the 113 VIII EXPERIENCE-THE MEANS AND GOAL OF 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