Experience and Education |
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Page 59
... . The number of children who do not feel the difference ( even if they cannot articu- late it and reduce it to an intellectual principle ) between action that is motivated by personal power and desire to dictate and action that is fair 59.
... . The number of children who do not feel the difference ( even if they cannot articu- late it and reduce it to an intellectual principle ) between action that is motivated by personal power and desire to dictate and action that is fair 59.
Page 70
... intellectual and moral freedom . Strait - jacket and chain - gang procedures had to be done away with if there was to be a chance for growth of individuals in the intellectual springs of freedom without which there is no assurance of ...
... intellectual and moral freedom . Strait - jacket and chain - gang procedures had to be done away with if there was to be a chance for growth of individuals in the intellectual springs of freedom without which there is no assurance of ...
Page 107
... intellectual organiza- tion can be worked out on the ground of ex- perience , reaction is sure to occur toward externally imposed methods of organization . There are signs of this reaction already in evi- dence . We are told that our ...
... intellectual organiza- tion can be worked out on the ground of ex- perience , reaction is sure to occur toward externally imposed methods of organization . There are signs of this reaction already in evi- dence . We are told that our ...
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