Experience and Education |
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Page 104
... relation . There is no 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 ...
... relation . There is no 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 ...
Page 105
... relation . There is not a meal cooked nor a source of illumination employed that does not exemplify this relation . The trou- ble with education is not the absence of situa- tions in which the causal relation is exemplified in the ...
... relation . There is not a meal cooked nor a source of illumination employed that does not exemplify this relation . The trou- ble with education is not the absence of situa- tions in which the causal relation is exemplified in the ...
Page 106
... relation of means to ends to the more complex question of the relation of means to one another , the idea of cause and effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ...
... relation of means to ends to the more complex question of the relation of means to one another , the idea of cause and effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ...
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