Experience and Education |
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Page 26
... ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these questions is in the ...
... ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these questions is in the ...
Page 59
... ence should be formulated in words , by either teacher or the young , in order to be felt in ex- perience . The number of children who do not feel the difference ( even if they cannot articu- late it and reduce it to an intellectual ...
... ence should be formulated in words , by either teacher or the young , in order to be felt in ex- perience . The number of children who do not feel the difference ( even if they cannot articu- late it and reduce it to an intellectual ...
Page 112
... ence if experience is educative in effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the ...
... ence if experience is educative in effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the ...
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