Experience and Education |
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Page 8
... external con- trol is rejected , the problem becomes that of finding the factors of control that are inherent within experience . When external authority is rejected , it does not follow that all authority should be rejected , but ...
... external con- trol is rejected , the problem becomes that of finding the factors of control that are inherent within experience . When external authority is rejected , it does not follow that all authority should be rejected , but ...
Page 37
... external control and of limiting the free- dom of individuals rests finally upon the notion that experience is truly experience only when objective conditions are subordinated to what goes on within the individuals having the ex ...
... external control and of limiting the free- dom of individuals rests finally upon the notion that experience is truly experience only when objective conditions are subordinated to what goes on within the individuals having the ex ...
Page 69
... external or physical side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation . that was put upon ...
... external or physical side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation . that was put upon ...
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