Experience and Education |
From inside the book
Results 1-3 of 7
Page 78
... impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose . A purpose is an end - view . That is , it involves foresight of the consequences which will result from acting upon impulse . Foresight ...
... impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose . A purpose is an end - view . That is , it involves foresight of the consequences which will result from acting upon impulse . Foresight ...
Page 81
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the conse- quences of carrying the impulse into execution -a foresight that is impossible ...
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the conse- quences of carrying the impulse into execution -a foresight that is impossible ...
Page 83
... impulse and desire as moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information ...
... impulse and desire as moving springs . But this is no reason why pro- gressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation , for wide range of information ...
Contents
THE NATURE OF FREEDOM | 23 |
THE MEANING OF PURPOSE | 77 |
PROGRESSIVE ORGANIZATION | 86 |
Copyright | |
1 other sections not shown
Other editions - View all
Common terms and phrases
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