Experience and Education |
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Page 7
... actual experience and educa- tion . If this be true , then a positive and con- structive development of its own basic idea de- pends upon having a correct idea of experience . Take , for example , the question of organized subject ...
... actual experience and educa- tion . If this be true , then a positive and con- structive development of its own basic idea de- pends upon having a correct idea of experience . Take , for example , the question of organized subject ...
Page 18
... actual guidance being derived not from them but from custom and established routines . Just because progressive schools cannot rely upon established traditions and institutional habits , they must either proceed more or less haphazardly ...
... actual guidance being derived not from them but from custom and established routines . Just because progressive schools cannot rely upon established traditions and institutional habits , they must either proceed more or less haphazardly ...
Page 21
... actual astronomical phenomena on the ground of the latter principle had been effected the easiest course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent ...
... actual astronomical phenomena on the ground of the latter principle had been effected the easiest course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
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 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