Experience and Education |
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Page 64
... viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to ... vidual experience 64.
... viduals , is for unless the teacher can arrange conditions that are conducive to community activity and to ... vidual experience 64.
Page 66
... viduals whose freedom should be respected while the more mature person should have no freedom as an individual is an idea too absurd to require refutation . The tendency to exclude the teacher from a positive and leading share in the ...
... viduals whose freedom should be respected while the more mature person should have no freedom as an individual is an idea too absurd to require refutation . The tendency to exclude the teacher from a positive and leading share in the ...
Page 70
... knowledge of the indi- viduals with whom he is concerned . Enforced quiet and acquiescence prevent pupils from dis- closing their real natures . They enforce arti- ficial uniformity . They put seeming before be- ing . 70.
... knowledge of the indi- viduals with whom he is concerned . Enforced quiet and acquiescence prevent pupils from dis- closing their real natures . They enforce arti- ficial uniformity . They put seeming before be- ing . 70.
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