Experience and Education |
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Page 21
... of organization in terms of the kind of organization , whether of con- tent ( or subject - matter ) , or of methods and social relations , that mark traditional education . I think that a good deal of the current opposi- 21.
... of organization in terms of the kind of organization , whether of con- tent ( or subject - matter ) , or of methods and social relations , that mark traditional education . I think that a good deal of the current opposi- 21.
Page 22
John Dewey. I think that a good deal of the current opposi- tion to the idea of organization is due to the fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned ...
John Dewey. I think that a good deal of the current opposi- tion to the idea of organization is due to the fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned ...
Page 95
... deal only with the present and future . That up to the to the present time the weakest point in progressive schools is in the matter of selec- tion and organization of intellectual subject- matter is , I think , inevitable under the ...
... deal only with the present and future . That up to the to the present time the weakest point in progressive schools is in the matter of selec- tion and organization of intellectual subject- matter is , I think , inevitable under the ...
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