Experience and Education |
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Page 3
... skill which comprehend the material of instruction . Since the subject - matter as well as standards of proper conduct are ... skills are communicated and rules of conduct enforced . I have not made this brief summary for the purpose of ...
... skill which comprehend the material of instruction . Since the subject - matter as well as standards of proper conduct are ... skills are communicated and rules of conduct enforced . I have not made this brief summary for the purpose of ...
Page 15
... 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 found what they did ...
... 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 found what they did ...
Page 47
... skills and by learning certain subjects which would be needed later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a ...
... skills and by learning certain subjects which would be needed later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a ...
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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Common terms and phrases
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