Experience and Education |
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Page 23
... applied later in discussion of a number of concrete and , to most persons , more interesting issues . I have already mentioned what I called the category of continuity , or the experiential con- tinuum . 23 III CRITERIA OF EXPERIENCE 133.
... applied later in discussion of a number of concrete and , to most persons , more interesting issues . I have already mentioned what I called the category of continuity , or the experiential con- tinuum . 23 III CRITERIA OF EXPERIENCE 133.
Page 100
... applied more or less casually and under the influence of ends , such as private advantage and power , which are a heritage from the in- stitutions of a prescientific age . We are told almost daily and from many sources that it is ...
... applied more or less casually and under the influence of ends , such as private advantage and power , which are a heritage from the in- stitutions of a prescientific age . We are told almost daily and from many sources that it is ...
Page 115
... must be to be worthy of the name education . I am not , I hope and believe , in favor of any ends or any methods simply because the name progressive may be applied to them . The basic question concerns the nature 115.
... must be to be worthy of the name education . I am not , I hope and believe , in favor of any ends or any methods simply because the name progressive may be applied to them . The basic question concerns the nature 115.
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