Experience and Education |
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Page 6
... become concrete only in the conse- quences which result from their application . Just because the principles set ... becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference in ...
... become concrete only in the conse- quences which result from their application . Just because the principles set ... becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference in ...
Page 48
... become of the knowledge he was supposed to have amassed during his years of schooling , and why it is that the technical skills he acquired have to be learned over again in changed form in order to stand him in good stead . Indeed , he ...
... become of the knowledge he was supposed to have amassed during his years of schooling , and why it is that the technical skills he acquired have to be learned over again in changed form in order to stand him in good stead . Indeed , he ...
Page 106
... becomes more urgent . In the degree in which intelligent observation is transferred from the relation of means to ends to the more complex question of the relation of means to one another , the idea of cause and effect becomes prominent ...
... becomes more urgent . In the degree in which intelligent observation is transferred from the relation of means to ends to the more complex question of the relation of means to one another , the idea of cause and effect becomes prominent ...
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