Experience and Education |
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Page 79
... consequences that will result when what is seen is acted upon . A baby may see the bright- ness of a flame and be attracted thereby to reach for it . The significance of the flame is then not its brightness but its power to burn , as ...
... consequences that will result when what is seen is acted upon . A baby may see the bright- ness of a flame and be attracted thereby to reach for it . The significance of the flame is then not its brightness but its power to burn , as ...
Page 80
... consequences of acting under given observed conditions in a certain way . " If wishes were horses , beggars would ride . " Desire for some- thing may be intense . It may be so strong as to override estimation of the consequences that ...
... consequences of acting under given observed conditions in a certain way . " If wishes were horses , beggars would ride . " Desire for some- thing may be intense . It may be so strong as to override estimation of the consequences that ...
Page 110
... consequences which they produce when they are acted upon . This fact means that the consequences of action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be ...
... consequences which they produce when they are acted upon . This fact means that the consequences of action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be ...
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