Experience and Education |
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Page 6
... principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental and far - reaching , everything depends upon the ...
... principles by themselves are ab- stract . They become concrete only in the conse- quences which result from their application . Just because the principles set forth are so fun- damental and far - reaching , everything depends upon the ...
Page 26
... principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of habit , when habit is interpreted biologically . The basic characteristic of habit is that every experience ...
... principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of habit , when habit is interpreted biologically . The basic characteristic of habit is that every experience ...
Page 104
John Dewey. fundamental principles of the scientific organ- ization of knowledge is the principle of cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very ...
John Dewey. fundamental principles of the scientific organ- ization of knowledge is the principle of cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very ...
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