Experience and Education |
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Page 13
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
Page 104
... effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very different from the way in which it can be approached in the experience of the young . But neither the relation nor grasp ...
... effect . The way in which this principle is grasped and formulated by the scientific special- ist is certainly very different from the way in which it can be approached in the experience of the young . But neither the relation nor grasp ...
Page 106
... effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ... effects . It is the same in principle as the ground for laboratories in scientific re- search . Unless 106.
... effect becomes prominent and ex- plicit . The final justification of shops , kitchens , and so on in the school is ... effects . It is the same in principle as the ground for laboratories in scientific re- search . Unless 106.
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