Experience and Education |
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Page 45
... viduals at other times . There must be a reason for thinking that they will function in generat- ing an experience that has educative quality with particular individuals at a particular time . It is no reflection upon the nutritive ...
... viduals at other times . There must be a reason for thinking that they will function in generat- ing an experience that has educative quality with particular individuals at a particular time . It is no reflection upon the nutritive ...
Page 61
... viduals and for a knowledge of subject - matter that will enable activities to be selected which lend themselves to social organization , an organization in which all individuals have an opportunity to contribute something , and in ...
... viduals and for a knowledge of subject - matter that will enable activities to be selected which lend themselves to social organization , an organization in which all individuals have an opportunity to contribute something , and in ...
Page 70
... knowledge of the indi- viduals with whom he is concerned . Enforced quiet and acquiescence prevent pupils from dis- closing their real natures . They enforce arti- ficial uniformity . They put seeming before be- ing . 70.
... knowledge of the indi- viduals with whom he is concerned . Enforced quiet and acquiescence prevent pupils from dis- closing their real natures . They enforce arti- ficial uniformity . They put seeming before be- ing . 70.
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