Experience and Education |
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Page 27
... fades For ever and for ever when I move . " So far , however , we have no ground for dis- crimination among experiences . For the prin- ciple is of universal application . There is some kind of continuity in every case . It is when 27.
... fades For ever and for ever when I move . " So far , however , we have no ground for dis- crimination among experiences . For the prin- ciple is of universal application . There is some kind of continuity in every case . It is when 27.
Page 97
... application is not restricted to a study of his- tory . Take natural science , for example . Con- temporary social life is what it is in very large measure because of the results of application of physical science . The experience of ...
... application is not restricted to a study of his- tory . Take natural science , for example . Con- temporary social life is what it is in very large measure because of the results of application of physical science . The experience of ...
Page 100
John Dewey. The applications of science which have pro- duced in large measure the social conditions which now exist do not exhaust the possible field of their application . For so far science has been applied more or less casually and ...
John Dewey. The applications of science which have pro- duced in large measure the social conditions which now exist do not exhaust the possible field of their application . For so far science has been applied more or less casually and ...
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