Experience and Education |
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Page xi
... educa- tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation ...
... educa- tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation ...
Page 14
... the traditional schoolroom was not a place in which pupils had experiences . Yet this is tacitly assumed when progressive educa- tion as a plan of learning by experience is placed in sharp opposition to the old . The proper 14.
... the traditional schoolroom was not a place in which pupils had experiences . Yet this is tacitly assumed when progressive educa- tion as a plan of learning by experience is placed in sharp opposition to the old . The proper 14.
Page 16
... educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything depends upon the quality of the experience which is had . The quality of any experience has two aspects ...
... educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything depends upon the quality of the experience which is had . The quality of any experience has two aspects ...
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