Experience and Education |
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Page 37
... perience . I do not mean that it is supposed that objec- tive conditions can be shut out . It is recognized that they must enter in : so much concession is made to the inescapable fact that we live in a world of things and persons . But ...
... perience . I do not mean that it is supposed that objec- tive conditions can be shut out . It is recognized that they must enter in : so much concession is made to the inescapable fact that we live in a world of things and persons . But ...
Page 57
... perience . Stated the other way around , those who take part do not feel that they are bossed by an individual person or are being subjected to the will of some outside superior person . When violent disputes do arise , it is usually on ...
... perience . Stated the other way around , those who take part do not feel that they are bossed by an individual person or are being subjected to the will of some outside superior person . When violent disputes do arise , it is usually on ...
Page 102
... perience , therefore education based upon living experience should be contemptuous of the or- ganization of facts and ideas . When a moment ago I called this organiza- tion an ideal , I meant , on the negative side , that the educator ...
... perience , therefore education based upon living experience should be contemptuous of the or- ganization of facts and ideas . When a moment ago I called this organiza- tion an ideal , I meant , on the negative side , that the educator ...
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