Experience and Education |
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Page 4
... capacities of the young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use devices of art to cover up the imposi- tion so as to ...
... capacities of the young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use devices of art to cover up the imposi- tion so as to ...
Page 45
... capacities of the individuals who are learning at a given time . It is not enough that certain materials and methods have proved effective with other indi- viduals at other times . There must be a reason for thinking that they will ...
... capacities of the individuals who are learning at a given time . It is not enough that certain materials and methods have proved effective with other indi- viduals at other times . There must be a reason for thinking that they will ...
Page 49
... learning . If impetus in this direction is weakened instead of being in- tensified , something much more than mere lack of preparation takes place . The pupil is actually robbed of native capacities which otherwise would enable him to 49.
... learning . If impetus in this direction is weakened instead of being in- tensified , something much more than mere lack of preparation takes place . The pupil is actually robbed of native capacities which otherwise would enable him to 49.
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