Experience and Education |
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Page 33
... exercise the wisdom his own wider experi- ence gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this ...
... exercise the wisdom his own wider experi- ence gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this ...
Page 50
... exercise in the actual conditions of living has given them the precious gift of ability to learn from the experi- ences they have . What avail is it to win pre- scribed amounts of information about geog- raphy and history , to win ...
... exercise in the actual conditions of living has given them the precious gift of ability to learn from the experi- ences they have . What avail is it to win pre- scribed amounts of information about geog- raphy and history , to win ...
Page 96
... problems were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First ...
... problems were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First ...
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