Experience and Education |
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Page 21
... direction to selection and organization of appropriate educational methods and ma- terials , is required by the attempt to give new direction to the work of the schools . The proc- ess is a slow and arduous one . It is a matter of ...
... direction to selection and organization of appropriate educational methods and ma- terials , is required by the attempt to give new direction to the work of the schools . The proc- ess is a slow and arduous one . It is a matter of ...
Page 28
... directions : a man , for example , who starts out on a career of burglary may grow in that direction , and by practice may grow into a highly expert burglar . Hence it is argued that " growth " is not enough ; we must also specify the ...
... directions : a man , for example , who starts out on a career of burglary may grow in that direction , and by practice may grow into a highly expert burglar . Hence it is argued that " growth " is not enough ; we must also specify the ...
Page 29
... direction from the occasions , stimuli , and opportunities for continuing growth in new directions ? What is the effect of growth in a special direction upon the attitudes and habits which alone open up avenues for development in other ...
... direction from the occasions , stimuli , and opportunities for continuing growth in new directions ? What is the effect of growth in a special direction upon the attitudes and habits which alone open up avenues for development in other ...
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