Experience and Education |
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Page 69
... freedom . The only free- dom that is of enduring importance is freedom of intelligence , that is to say , freedom of ob- servation and of judgment exercised in behalf of purposes that are intrinsically worth while . The commonest ...
... freedom . The only free- dom that is of enduring importance is freedom of intelligence , that is to say , freedom of ob- servation and of judgment exercised in behalf of purposes that are intrinsically worth while . The commonest ...
Page 70
... freedom without which there is no assurance of genuine and continued normal growth . But the fact still remains that an increased measure of freedom of outer movement is a means , not an end . The educational problem is not solved when ...
... freedom without which there is no assurance of genuine and continued normal growth . But the fact still remains that an increased measure of freedom of outer movement is a means , not an end . The educational problem is not solved when ...
Page 73
... freedom of outward action is a means to freedom of judg- ment and of power to carry deliberately chosen ends into execution . The amount of external freedom which is needed varies from individual to individual . It naturally tends to ...
... freedom of outward action is a means to freedom of judg- ment and of power to carry deliberately chosen ends into execution . The amount of external freedom which is needed varies from individual to individual . It naturally tends 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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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