Experience and Education |
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Page 59
... teacher ex- ercises it as the representative and agent of the interests of the group as a whole . With respect to the first point , in a well - ordered school the main reliance for control of this and that indi- vidual is upon the ...
... teacher ex- ercises it as the representative and agent of the interests of the group as a whole . With respect to the first point , in a well - ordered school the main reliance for control of this and that indi- vidual is upon the ...
Page 64
... teacher and the teacher's greater knowledge of the world , of subject - matters and of indi- viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to organization which exercises control ...
... teacher and the teacher's greater knowledge of the world , of subject - matters and of indi- viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to organization which exercises control ...
Page 66
... teacher from a positive and leading share in the direction of the activities of the community of which he is a member is another instance of reaction from one extreme to another . When pupils were a class rather than a social group ...
... teacher from a positive and leading share in the direction of the activities of the community of which he is a member is another instance of reaction from one extreme to another . When pupils were a class rather than a social group ...
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