Experience and Education |
From inside the book
Results 1-3 of 17
Page 30
... child who learns to speak has a new facility and new desire . But he has also widened the external conditions of ... child and of the spoilt child . The effect of over- indulging a child is a continuing one . It sets 30.
... child who learns to speak has a new facility and new desire . But he has also widened the external conditions of ... child and of the spoilt child . The effect of over- indulging a child is a continuing one . It sets 30.
Page 60
... children are more sensitive to the signs and symptoms of this difference than are adults . Children learn the difference when playing with one another . They are willing , often too willing if anything , to take suggestions from one child ...
... children are more sensitive to the signs and symptoms of this difference than are adults . Children learn the difference when playing with one another . They are willing , often too willing if anything , to take suggestions from one child ...
Page 89
... child , with the kindergarten child , and with the boy and girl of the early primary years do not have much difficulty in determining the range of past ex- perience or in finding activities that connect in vital ways with it . With ...
... child , with the kindergarten child , and with the boy and girl of the early primary years do not have much difficulty in determining the range of past ex- perience or in finding activities that connect in vital ways with it . With ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
4 other sections not shown
Other editions - View all
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