Experience and Education |
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Page 58
... exercise fairly direct control . But I do say that , in the first place , the number of these occasions is slight in comparison with the number of those in which the control is exercised by situations in which all take part . And what ...
... exercise fairly direct control . But I do say that , in the first place , the number of these occasions is slight in comparison with the number of those in which the control is exercised by situations in which all take part . And what ...
Page 59
... exercise authority in a personal way . When it is neces- sary , in the second place , to speak and act firmly , it is done in behalf of the interest of the group , not as an exhibition of personal power . This makes the difference ...
... exercise authority in a personal way . When it is neces- sary , in the second place , to speak and act firmly , it is done in behalf of the interest of the group , not as an exhibition of personal power . This makes the difference ...
Page 73
... exercise itself . The amount and the quality of this kind of free activity as a means of growth is a problem that must engage the thought of the educator at every stage of development . There can be no greater mistake , however , than ...
... exercise itself . The amount and the quality of this kind of free activity as a means of growth is a problem that must engage the thought of the educator at every stage of development . There can be no greater mistake , however , than ...
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