Experience and Education |
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Page 78
... execution of an impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose ... executed only in active con- junction with the ground on which one stands . Under ordinary circumstances , we do not ...
... execution of an impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose ... executed only in active con- junction with the ground on which one stands . Under ordinary circumstances , we do not ...
Page 81
... execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the ...
... execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the ...
Page 82
... executed . The man must form an idea of what kind of house he wants , including the number and arrangement of rooms ... execution of the plan . He has to investigate available sites , their price , their nearness to his place of busi ...
... executed . The man must form an idea of what kind of house he wants , including the number and arrangement of rooms ... execution of the plan . He has to investigate available sites , their price , their nearness to his place of busi ...
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