Experience and Education |
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Page 39
... factors which also decide what kind of experience is had . It violated the principle of interaction from one side . But this violation is no reason why the new education should vio- late the principle from the other side - except upon ...
... factors which also decide what kind of experience is had . It violated the principle of interaction from one side . But this violation is no reason why the new education should vio- late the principle from the other side - except upon ...
Page 43
... factor into it , is what he is at a given time . It is the other factor , that of objec- tive conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objec ...
... factor into it , is what he is at a given time . It is the other factor , that of objec- tive conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objec ...
Page 98
... factor in determining the pres- ent relations of human beings and social groups to one another . It is absurd , then , to argue processes similar to those studied in laboratories and institutes of research are not a part of the daily ...
... factor in determining the pres- ent relations of human beings and social groups to one another . It is absurd , then , to argue processes similar to those studied in laboratories and institutes of research are not a part of the daily ...
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