Experience and Education |
From inside the book
Results 1-3 of 9
Page 13
... further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer experience in the future are restricted . Again , a given ...
... further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer experience in the future are restricted . Again , a given ...
Page 16
... further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything ...
... further experience . The positive side of this point is even more important in connection with progressive educa- tion . It is not enough to insist upon the neces- sity of experience , nor even of activity in ex- perience . Everything ...
Page 30
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
... further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse- quent learning . When he learns to read , he similarly opens up a new ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
4 other sections not shown
Other editions - View all
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