Experience and Education |
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Page 25
... causes have led other persons in different surround- ings to widely varying conclusions to prefer fascism , for example . The cause for our prefer- ence is not the same thing as the reason why we should prefer it . It is not my purpose ...
... causes have led other persons in different surround- ings to widely varying conclusions to prefer fascism , for example . The cause for our prefer- ence is not the same thing as the reason why we should prefer it . It is not my purpose ...
Page 104
... cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very different from the way in which it can be approached in the experience of the young . But neither the ...
... cause- and - effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very different from the way in which it can be approached in the experience of the young . But neither the ...
Page 106
... cause and effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is not just that they afford opportunity for activity , but that they provide opportunity for the kind of activity ...
... cause and effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is not just that they afford opportunity for activity , but that they provide opportunity for the kind of activity ...
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