Experience and Education |
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Page 81
... desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . Suppose a man has ...
... desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . Suppose a man has ...
Page 82
... desire . But they have to be viewed and judged in order that a desire may be converted into a purpose and a purpose into a plan of action . All of us have desires , all at least who have not become so pathological that they are com ...
... desire . But they have to be viewed and judged in order that a desire may be converted into a purpose and a purpose into a plan of action . All of us have desires , all at least who have not become so pathological that they are com ...
Page 83
... desire as moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information , and for ...
... desire as moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information , and for ...
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