Experience and Education |
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Page 49
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
Page 73
... important as a means of maintaining normal physical and mental health . We have still to learn from the example of the Greeks who saw clearly the re- lation between a sound body and a sound mind . But in all the respects mentioned ...
... important as a means of maintaining normal physical and mental health . We have still to learn from the example of the Greeks who saw clearly the re- lation between a sound body and a sound mind . But in all the respects mentioned ...
Page 78
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution of ...
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution of ...
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