Experience and Education |
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Page 7
... example , the question of organized subject - matter - which will be discussed in some detail later . The problem for progressive edu- cation is : What is the place and meaning of subject - matter and of organization within ex- perience ...
... example , the question of organized subject - matter - which will be discussed in some detail later . The problem for progressive edu- cation is : What is the place and meaning of subject - matter and of organization within ex- perience ...
Page 28
... 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 direction in which growth ...
... 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 direction in which growth ...
Page 68
... example , bump into each other and into visitors with no word of apology . One might say that this con- dition is better than a display of merely exter- nal punctilio accompanying intellectual and emotional lack of interest in school ...
... example , bump into each other and into visitors with no word of apology . One might say that this con- dition is better than a display of merely exter- nal punctilio accompanying intellectual and emotional lack of interest in school ...
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