Experience and Education |
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Page 22
... force , use the absence of adequate intellec- tual and moral organization in the newer type of school as proof not only of the need of organization , but to identify any and every kind of organization with that instituted before the ...
... force , use the absence of adequate intellec- tual and moral organization in the newer type of school as proof not only of the need of organization , but to identify any and every kind of organization with that instituted before the ...
Page 26
... force ? Is it not the reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If ...
... force ? Is it not the reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If ...
Page 109
John Dewey. peculiar force to progressive schools . Failure to give constant attention to development of the intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely ...
John Dewey. peculiar force to progressive schools . Failure to give constant attention to development of the intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely ...
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