Experience and Education |
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Page 39
... interaction , they form what we call a situation . The trouble with traditional education was not that it emphasized the exter- nal conditions that enter into the control of the experiences but that it paid so little attention to the ...
... interaction , they form what we call a situation . The trouble with traditional education was not that it emphasized the exter- nal conditions that enter into the control of the experiences but that it paid so little attention to the ...
Page 41
... interaction is going on between an individual and objects and other persons . The conceptions of situation and of interaction are inseparable from each other . An experience is always what it is because of a transaction taking place be ...
... interaction is going on between an individual and objects and other persons . The conceptions of situation and of interaction are inseparable from each other . An experience is always what it is because of a transaction taking place be ...
Page 43
... interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which interaction takes ...
... interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which interaction takes ...
Contents
THE NATURE OF FREEDOM | 23 |
THE MEANING OF PURPOSE | 77 |
PROGRESSIVE ORGANIZATION | 86 |
Copyright | |
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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