Experience and Education |
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Page 2
... rules of conduct ; moral training consists in forming habits of action in conformity with these rules and stand- ards . Finally , the general pattern of school or- ganization ( by which I mean the relations of pupils to one another and ...
... rules of conduct ; moral training consists in forming habits of action in conformity with these rules and stand- ards . Finally , the general pattern of school or- ganization ( by which I mean the relations of pupils to one another and ...
Page 55
... rules , and these rules order their conduct . The games do not go on haphazardly or by a succession of improvisations . Without rules there is no game . If disputes arise there is an umpire to appeal to , or discussion and a kind of in ...
... rules , and these rules order their conduct . The games do not go on haphazardly or by a succession of improvisations . Without rules there is no game . If disputes arise there is an umpire to appeal to , or discussion and a kind of in ...
Page 56
... rules are a part of the game . They are not outside of it . No rules , then no game ; different rules , then a different game . As long as the game goes on with a reasonable smoothness , the players do not feel that they are submitting ...
... rules are a part of the game . They are not outside of it . No rules , then no game ; different rules , then a different game . As long as the game goes on with a reasonable smoothness , the players do not feel that they are submitting ...
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