Experience and Education |
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Page 10
... is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
... is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
Page 71
... ment of mind and character is actually directed . There is a vicious circle . Mechanical uniform- ity of studies and methods creates a kind of uniform immobility and this reacts to perpetu- ate uniformity of studies and of recitations ...
... ment of mind and character is actually directed . There is a vicious circle . Mechanical uniform- ity of studies and methods creates a kind of uniform immobility and this reacts to perpetu- ate uniformity of studies and of recitations ...
Page 73
... ment and of power to carry deliberately chosen ends into execution . The amount of external freedom which is needed varies from individual to individual . It naturally tends to decrease with increasing maturity , though its complete ...
... ment and of power to carry deliberately chosen ends into execution . The amount of external freedom which is needed varies from individual to individual . It naturally tends to decrease with increasing maturity , though its complete ...
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