Experience and Education |
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Page 15
How many acquired special skills by means of automatic drill so that their power
of judgment and capacity to act intelligently in new situations was limited? How
many came to associate the learning process with ennui and boredom?
How many acquired special skills by means of automatic drill so that their power
of judgment and capacity to act intelligently in new situations was limited? How
many came to associate the learning process with ennui and boredom?
Page 41
The statement that individuals live in a world means, in the concrete, that they live
in a series of situations. And when it is said that they live in these situations, the
meaning of the word “in” is different from its meaning when it is said that pennies
...
The statement that individuals live in a world means, in the concrete, that they live
in a series of situations. And when it is said that they live in these situations, the
meaning of the word “in” is different from its meaning when it is said that pennies
...
Page 42
As an individual passes from one situation to another, his world, his environment,
expands or contracts. ... of knowledge and skill in one situation becomes an
instrument of understanding and dealing effectively with the situations which
follow.
As an individual passes from one situation to another, his world, his environment,
expands or contracts. ... of knowledge and skill in one situation becomes an
instrument of understanding and dealing effectively with the situations which
follow.
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Contents
THE NEED OF A THEORY OF | 12 |
PERIENCE I | 16 |
CRITERIA OF EXPERIENCE | 23 |
Copyright | |
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action activity actual adult applied attitudes become capacities child conduct connection consequences continuity course deal desire direction educa effect ence environment example execution exercise existing experience external fact factor failure follow force formation freedom future give given ground growth habit human idea immediate important impulse indi individual intellectual intelligence interaction involved kind knowledge later lead learner learning live material matter mature means ment methods moving nature objective conditions observation operate organization past perience person philosophy possible practice prefer preparation present present experience principle problem progressive pupils question reason relation responsibility result rules scientific selection side situations skills social subject-matter teacher tend theory things tion traditional education traditional school understanding viduals young