Experience and Education |
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Page x
... continuity and interaction between the learner and what is learned . The traditional cur- riculum undoubtedly entailed rigid regimenta- tion and a discipline that ignored the capacities and interests of child nature . Today , however ...
... continuity and interaction between the learner and what is learned . The traditional cur- riculum undoubtedly entailed rigid regimenta- tion and a discipline that ignored the capacities and interests of child nature . Today , however ...
Page 43
... Continuity and interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which ...
... Continuity and interaction in their active union with each other provide the measure of the educative significance and value of an ex- perience . The immediate and direct concern of an educator is then with the situations in which ...
Page 53
... interaction and of continuity . If , then , I am asked why I have spent so much time on expounding a rather abstract philoso- phy , it is because practical attempts to develop schools based upon the idea that education is found in life ...
... interaction and of continuity . If , then , I am asked why I have spent so much time on expounding a rather abstract philoso- phy , it is because practical attempts to develop schools based upon the idea that education is found in life ...
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