Experience and Education |
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Page 15
... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which learning was ex- perienced by them ? How many acquired spe- cial skills by means of automatic drill so that their power of ...
... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which learning was ex- perienced by them ? How many acquired spe- cial skills by means of automatic drill so that their power of ...
Page 34
... example on a large scale , is found in the degree in which previous experi- ences have changed the objective conditions under which subsequent experiences take place . The existence of roads , of means of rapid movement and ...
... example on a large scale , is found in the degree in which previous experi- ences have changed the objective conditions under which subsequent experiences take place . The existence of roads , of means of rapid movement and ...
Page 73
... example of the Greeks who saw clearly the re- lation between a sound body and a sound mind . But in all the respects mentioned freedom of outward action is a means to freedom of judg- ment and of power to carry deliberately chosen ends ...
... example of the Greeks who saw clearly the re- lation between a sound body and a sound mind . But in all the respects mentioned freedom of outward action is a means to freedom of judg- ment and of power to carry deliberately chosen ends ...
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