Experience and Education |
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Page 98
... 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 life - experience of the young and hence do not ...
... 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 life - experience of the young and hence do not ...
Page 100
... human beings to direct their common life intelligently . 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 ...
... human beings to direct their common life intelligently . 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 ...
Page 103
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties ...
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties ...
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