Experience and Education |
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Page v
... theory , at least for the theory that forms a philosophy of education , the prac- tical conflicts and the controversies that are con- ducted upon the level of these conflicts , only set a problem . It is the business of an intelli- gent ...
... theory , at least for the theory that forms a philosophy of education , the prac- tical conflicts and the controversies that are con- ducted upon the level of these conflicts , only set a problem . It is the business of an intelli- gent ...
Page 10
... theory and practice of education which proceeds negatively or by reaction against what has been current in education rather than by a positive and constructive development of purposes , methods , and subject - matter on the foundation ...
... theory and practice of education which proceeds negatively or by reaction against what has been current in education rather than by a positive and constructive development of purposes , methods , and subject - matter on the foundation ...
Page 53
... theory or , if you please , philosophy of experience . Otherwise they are at the mercy of every intellectual breeze that happens to blow . I have tried to illustrate the need for such a theory by calling attention to two principles ...
... theory or , if you please , philosophy of experience . Otherwise they are at the mercy of every intellectual breeze that happens to blow . I have tried to illustrate the need for such a theory by calling attention to two principles ...
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