Experience and Education |
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Page 21
... course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate ...
... course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate ...
Page 71
... course behind this façade . They were disclosed to the teacher only when some untoward act led to their detection . One has only to contrast this highly artificial situation with normal human relations outside the schoolroom , say in a ...
... course behind this façade . They were disclosed to the teacher only when some untoward act led to their detection . One has only to contrast this highly artificial situation with normal human relations outside the schoolroom , say in a ...
Page 86
... course of study . Nothing , however , has been said explicitly so far about subject- matter as such . That topic will now be dis- cussed . One consideration stands out clearly when education is conceived in terms of ex- perience ...
... course of study . Nothing , however , has been said explicitly so far about subject- matter as such . That topic will now be dis- cussed . One consideration stands out clearly when education is conceived in terms of ex- perience ...
Contents
THE NATURE OF FREEDOM | 23 |
THE MEANING OF PURPOSE | 77 |
PROGRESSIVE ORGANIZATION | 86 |
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 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