Experience and Education |
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Page 100
... intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on the other hand , the fact that ... intelligent method from becom- ing itself habitual ; and there is nothing in the 100.
... intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on the other hand , the fact that ... intelligent method from becom- ing itself habitual ; and there is nothing in the 100.
Page 104
... intelligent activity that does not conform to the require- ments of the relation , and it is intelligent in the degree in which it is not only conformed to but consciously borne in mind . In the earlier forms of experience the causal ...
... intelligent activity that does not conform to the require- ments of the relation , and it is intelligent in the degree in which it is not only conformed to but consciously borne in mind . In the earlier forms of experience the causal ...
Page 114
... intelligently directed development of the possibilities in- herent in ordinary experience that I do not feel it ... intelligent development and di- rection . Hence the only ground I can see for even a temporary reaction against the ...
... intelligently directed development of the possibilities in- herent in ordinary experience that I do not feel it ... intelligent development and di- rection . Hence the only ground I can see for even a temporary reaction against the ...
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