Experience and Education |
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Page 16
... connection with further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex ...
... connection with further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex ...
Page 74
... impulse has been brought into connection with other possi- ble tendencies to action so that a more compre- hensive and coherent plan of activity is formed . educawor MOA pro-- contine Some of the other tendencies to 74.
... impulse has been brought into connection with other possi- ble tendencies to action so that a more compre- hensive and coherent plan of activity is formed . educawor MOA pro-- contine Some of the other tendencies to 74.
Page 93
... connection with the past that students cannot be prepared to understand either these problems or the best way of dealing with them without delving into their roots in the past . In other words , the sound principle that the objectives ...
... connection with the past that students cannot be prepared to understand either these problems or the best way of dealing with them without delving into their roots in the past . In other words , the sound principle that the objectives ...
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