Experience and Education |
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Page 55
... social control and that a considerable part of this control is not felt to involve restriction of personal free- dom . Even the theoretical anarchist , whose phi- losophy commits him to the idea that state or government control is an ...
... social control and that a considerable part of this control is not felt to involve restriction of personal free- dom . Even the theoretical anarchist , whose phi- losophy commits him to the idea that state or government control is an ...
Page 61
... social con- trol resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
... social con- trol resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
Page 103
... social and human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively ...
... social and human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively ...
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