Experience and Education |
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Page 69
... activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that was put upon outward action by the fixed ...
... activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that was put upon outward action by the fixed ...
Page 81
... activity as an end , instead of upon intelligent activity , leads to identification of freedom with immediate execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as ...
... activity as an end , instead of upon intelligent activity , leads to identification of freedom with immediate execution of impulses and desires . This identi- fication is justified by a confusion of impulse with purpose ; although , as ...
Page 106
... activity , but that they provide opportunity for the kind of activity or for the acquisition of mechanical skills which leads students to attend to the relation of means and ends , and then to consideration of the way things interact ...
... activity , but that they provide opportunity for the kind of activity or for the acquisition of mechanical skills which leads students to attend to the relation of means and ends , and then to consideration of the way things interact ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
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 intelligent 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