Experience and Education |
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Page 102
... facts and ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge of more facts and entertaining of more ideas and to a better , a more orderly , arrangement of them . It is not ...
... facts and ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge of more facts and entertaining of more ideas and to a better , a more orderly , arrangement of them . It is not ...
Page 109
... facts and ideas may in the end merely strengthen the tendency toward a reactionary return to intellectual and moral authoritarianism . The present is not the time nor place for a disquisition upon scientific method . But certain ...
... facts and ideas may in the end merely strengthen the tendency toward a reactionary return to intellectual and moral authoritarianism . The present is not the time nor place for a disquisition upon scientific method . But certain ...
Page 112
... ideas , observation of the conditions which result , and organization of facts and ideas for future use . Neither the ideas , nor the activities , nor the observations , nor the organization are the same for a person six years old as ...
... ideas , observation of the conditions which result , and organization of facts and ideas for future use . Neither the ideas , nor the activities , nor the observations , nor the organization are the same for a person six years old as ...
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