Experience and Education |
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Page 45
... value can be attributed to it . Failure to take into ac- count adaptation to the needs and capacities of individuals was the source of the idea that cer- tain subjects and certain methods are intrinsi- cally cultural or 45.
... value can be attributed to it . Failure to take into ac- count adaptation to the needs and capacities of individuals was the source of the idea that cer- tain subjects and certain methods are intrinsi- cally cultural or 45.
Page 49
... failure in preparation end at this point . Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time . Collateral learning in the way of formation of ...
... failure in preparation end at this point . Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time . Collateral learning in the way of formation of ...
Page 114
... failure in taking this path resides to my mind in the danger that experience and the experimental method will not be adequately conceived . There is no discipline in the world so severe as the discipline of experience subjected to the ...
... failure in taking this path resides to my mind in the danger that experience and the experimental method will not be adequately conceived . There is no discipline in the world so severe as the discipline of experience subjected to the ...
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