Experience and Education |
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Page 23
... ence , it is clear that the next thing in order in this discussion is to present the principles that are most significant in framing this theory . I shall not , therefore , apologize for engaging in a certain amount of philosophical ...
... ence , it is clear that the next thing in order in this discussion is to present the principles that are most significant in framing this theory . I shall not , therefore , apologize for engaging in a certain amount of philosophical ...
Page 25
... ence is not the same thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief ...
... ence is not the same thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief ...
Page 35
... ence from the city boy , or a boy on the sea- shore one different from the lad who is brought up on inland prairies . Ordinarily we take such facts for granted as too commonplace to record . But when their educational import is recog ...
... ence from the city boy , or a boy on the sea- shore one different from the lad who is brought up on inland prairies . Ordinarily we take such facts for granted as too commonplace to record . But when their educational import is recog ...
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