Experience and Education |
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Page 21
... course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate ...
... course was to follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate ...
Page 42
... of under- standing and dealing effectively with the situa- tions which follow . The process goes on as long as life and learning continue . Otherwise the course of experience is disorderly , since the indi- vidual 42.
... of under- standing and dealing effectively with the situa- tions which follow . The process goes on as long as life and learning continue . Otherwise the course of experience is disorderly , since the indi- vidual 42.
Page 64
... course , it is quite possible to have preparatory planning by the teacher done in such a rigid and intellectually inflexible fashion that it does result in adult imposition , which is none the less external because executed with tact ...
... course , it is quite possible to have preparatory planning by the teacher done in such a rigid and intellectually inflexible fashion that it does result in adult imposition , which is none the less external because executed with tact ...
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