Experience and Education |
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Page 3
... conduct are handed down from the past , the attitude of pupils must , upon the whole , be one of docility , receptivity , and obedience . Books , especially textbooks , are the chief representatives of the lore and wisdom of the past ...
... conduct are handed down from the past , the attitude of pupils must , upon the whole , be one of docility , receptivity , and obedience . Books , especially textbooks , are the chief representatives of the lore and wisdom of the past ...
Page 66
... conduct of games as an example of normal social control , reference was made to the presence of a standardized conven- tional factor . The counterpart of this factor in school life is found in the question of manners , 66.
... conduct of games as an example of normal social control , reference was made to the presence of a standardized conven- tional factor . The counterpart of this factor in school life is found in the question of manners , 66.
Page 75
... conduct dictated by immediate whim and caprice ; that is , at the mercy of im- pulses into whose formation intelligent judg- ment has not entered . A person whose conduct is 75.
... conduct dictated by immediate whim and caprice ; that is , at the mercy of im- pulses into whose formation intelligent judg- ment has not entered . A person whose conduct is 75.
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