Experience and Education |
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Page 16
... further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything ...
... further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything ...
Page 29
... further growth , or does it set up conditions that shut off the person who has grown in this par- ticular direction from the occasions , stimuli , and opportunities for continuing growth in new directions ? What is the effect of growth ...
... further growth , or does it set up conditions that shut off the person who has grown in this par- ticular direction from the occasions , stimuli , and opportunities for continuing growth in new directions ? What is the effect of growth ...
Page 30
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
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