Experience and Education |
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Page 13
... experience is . The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educa- tive . Experience and education cannot be di- rectly equated to each other . For ...
... experience is . The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educa- tive . Experience and education cannot be di- rectly equated to each other . For ...
Page 16
... experience which is had . The quality of any y experience has two aspects . There is an immediate aspect of agreeableness or disagree- ableness , and there is its influence upon later experiences . The first is obvious and easy to judge ...
... experience which is had . The quality of any y experience has two aspects . There is an immediate aspect of agreeableness or disagree- ableness , and there is its influence upon later experiences . The first is obvious and easy to judge ...
Page 34
... experience has an active side which changes in some degree the objective conditions under which experiences are had ... experience , and for a time our experience would relapse into that of barbaric peoples . In a word , we live from ...
... experience has an active side which changes in some degree the objective conditions under which experiences are had ... experience , and for a time our experience would relapse into that of barbaric peoples . In a word , we live from ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
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Common terms and phrases
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