Experience and Education |
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Page 27
... attitudes , attitudes that are emotional and intellectual ; it covers our basic sensitivities and ways of meeting and responding to all the conditions which we meet in living . From this point of view , the principle of continuity of ...
... attitudes , attitudes that are emotional and intellectual ; it covers our basic sensitivities and ways of meeting and responding to all the conditions which we meet in living . From this point of view , the principle of continuity of ...
Page 33
... attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to judge what attitudes are actually conducive to continued growth and what are detri- mental . He must , in addition ...
... attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to judge what attitudes are actually conducive to continued growth and what are detri- mental . He must , in addition ...
Page 49
... attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning . If impetus in this direction is weakened instead of being in- tensified , something much more ...
... attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning . If impetus in this direction is weakened instead of being in- tensified , something much more ...
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