Experience and Education |
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Page 26
of habit, when habit is interpreted biologically. The basic characteristic of habit is
that every experience enacted and undergone modifies the one who acts and
undergoes, while this modification affects, whether we wish it or not, the quality of
26.
of habit, when habit is interpreted biologically. The basic characteristic of habit is
that every experience enacted and undergone modifies the one who acts and
undergoes, while this modification affects, whether we wish it or not, the quality of
26.
Page 27
The principle of habit so understood obviously goes deeper than the ordinary
conception of a habit as a more or less fixed way of doing things, although it
includes the latter as one of its special cases. It covers the formation of attitudes, ...
The principle of habit so understood obviously goes deeper than the ordinary
conception of a habit as a more or less fixed way of doing things, although it
includes the latter as one of its special cases. It covers the formation of attitudes, ...
Page 100
We are told, on one hand, that the complexity of human relations, domestic and
international, and on the other hand, the fact that human beings are so largely
creatures of emotion and habit, make impossible large-scale social planning and
...
We are told, on one hand, that the complexity of human relations, domestic and
international, and on the other hand, the fact that human beings are so largely
creatures of emotion and habit, make impossible large-scale social planning and
...
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Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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Common terms and phrases
action activity actual adult application attitudes become capacities cause child conduct connection consequences continuity course deal desire direction educa effect ence example exercise existing experience external fact factor failure follow force formation freedom further future give given ground growth habit human ideas immediate important impulse indi individual intellectual intelligence interaction involved kind knowledge later lead learner learning live material matter mature means ment methods moving nature objective conditions observation operate organization past perience person philosophy positive possible practice prefer preparation present present experience principle problem progressive pupils question reason relation responsibility rules scientific selection side situations skills social subject-matter teacher tend theory things tion traditional education traditional school understanding unless viduals young