Experience and Education |
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Page 14
John Dewey. formation of a slack and careless attitude ; this attitude then operates to modify the quality of subsequent ... formation of such habits is inability to con- trol future experiences . They are then taken , either by way of ...
John Dewey. formation of a slack and careless attitude ; this attitude then operates to modify the quality of subsequent ... formation of such habits is inability to con- trol future experiences . They are then taken , either by way of ...
Page 80
... formation of purposes is , then , a rather complex intellectual operation . It involves ( 1 ) observation of surrounding conditions ; ( 2 ) knowledge of what has happened in similar situations in the past , a knowledge obtained partly ...
... formation of purposes is , then , a rather complex intellectual operation . It involves ( 1 ) observation of surrounding conditions ; ( 2 ) knowledge of what has happened in similar situations in the past , a knowledge obtained partly ...
Page 83
... formation of the purposes which activate them . In an educational scheme , the occurrence of a desire and impulse is not the final end . It is an occasion and a demand for the formation of a plan and method of activity . Such a plan ...
... formation of the purposes which activate them . In an educational scheme , the occurrence of a desire and impulse is not the final end . It is an occasion and a demand for the formation of a plan and method of activity . Such a plan ...
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