Experience and Education |
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Page 26
... force ? Is it not the reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If ...
... force ? Is it not the reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If ...
Page 85
... force the activity of the young into channels which express the teacher's purpose rather than that of the pupils . But the way to avoid this danger is not for the adult to withdraw en- tirely . The way is , first , for the teacher to be ...
... force the activity of the young into channels which express the teacher's purpose rather than that of the pupils . But the way to avoid this danger is not for the adult to withdraw en- tirely . The way is , first , for the teacher to be ...
Page 111
... force in influencing what future experiences will be . I am aware that the emphasis I have placed upon scientific method may be mislead- ing , for it may result only in calling up the special technique of laboratory research as that is ...
... force in influencing what future experiences will be . I am aware that the emphasis I have placed upon scientific method may be mislead- ing , for it may result only in calling up the special technique of laboratory research as that is ...
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