Experience and Education |
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Page 30
... environment . If a person decides to become a teacher , lawyer , physician , or stockbroker , when he executes his intention he thereby necessarily determines to some extent the environment in which he will act in the future . He has ...
... environment . If a person decides to become a teacher , lawyer , physician , or stockbroker , when he executes his intention he thereby necessarily determines to some extent the environment in which he will act in the future . He has ...
Page 42
... environment , in other words , is whatever conditions interact with personal needs , desires , purposes , and ca- pacities to create the experience which is had . Even when a person builds a castle in the air he is interacting with the ...
... environment , in other words , is whatever conditions interact with personal needs , desires , purposes , and ca- pacities to create the experience which is had . Even when a person builds a castle in the air he is interacting with the ...
Page 88
John Dewey. gins with an environment of objects that is very restricted in space and time . That environment steadily expands by the momentum inherent in experience itself without aid from scholastic in- struction . As the infant learns ...
John Dewey. gins with an environment of objects that is very restricted in space and time . That environment steadily expands by the momentum inherent in experience itself without aid from scholastic in- struction . As the infant learns ...
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