Experience and Education |
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Page 6
... Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference in abstract principles will not decide the way in which the moral and intellectual prefer ...
... Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference in abstract principles will not decide the way in which the moral and intellectual prefer ...
Page 8
... Either - Or philosophy , that the knowl- edge and skill of the mature person has no directive value for the experience of the imma- ture . On the contrary , basing education upon personal experience may mean more multiplied and more ...
... Either - Or philosophy , that the knowl- edge and skill of the mature person has no directive value for the experience of the imma- ture . On the contrary , basing education upon personal experience may mean more multiplied and more ...
Page 39
... Either - Or educa- tional philosophy which has been mentioned . The illustration drawn from the need for regulation of the objective conditions of a baby's development indicates , first , that the parent has responsibility for arranging ...
... Either - Or educa- tional philosophy which has been mentioned . The illustration drawn from the need for regulation of the objective conditions of a baby's development indicates , first , that the parent has responsibility for arranging ...
Contents
THE NATURE OF FREEDOM | 23 |
THE MEANING OF PURPOSE | 77 |
PROGRESSIVE ORGANIZATION | 86 |
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 intellectual and moral intelligence interaction involved JOHN DEWEY 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 relation of means responsibility rules scientific method situations skills social control spect teacher things tion traditional education traditional school treme truancy viduals young