Experience and Education |
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Page 8
... follow that all authority should be rejected , but rather that there is need to search for a more effective source of author- ity . Because the older education imposed the knowledge , methods , and the rules of conduct of the mature ...
... follow that all authority should be rejected , but rather that there is need to search for a more effective source of author- ity . Because the older education imposed the knowledge , methods , and the rules of conduct of the mature ...
Page 21
... follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate educational ...
... follow the line of least resistance provided by the old in- tellectual habit . So we come back to the idea that a coherent theory of experience , affording positive direction to selection and organization of appropriate educational ...
Page 115
... follow , so easy that its course may be improvised , if not in an im- promptu fashion , at least almost from day to day or from week to week . It is for this reason that instead of extolling its principles , I have confined myself to ...
... follow , so easy that its course may be improvised , if not in an im- promptu fashion , at least almost from day to day or from week to week . It is for this reason that instead of extolling its principles , I have confined myself to ...
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