Experience and Education |
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Page 51
... future . When this hap- pens , the actual preparation for the future is missed or distorted . The ideal of using the pres- ent simply to get ready for the future contra- dicts itself . It omits , and even shuts out , the very conditions ...
... future . When this hap- pens , the actual preparation for the future is missed or distorted . The ideal of using the pres- ent simply to get ready for the future contra- dicts itself . It omits , and even shuts out , the very conditions ...
Page 91
... future of his patient he takes upon himself the function of an educator . The lawyer is occupied with winning a suit for his client or getting the latter out of some complication into which he has got himself . If it goes beyond the ...
... future of his patient he takes upon himself the function of an educator . The lawyer is occupied with winning a suit for his client or getting the latter out of some complication into which he has got himself . If it goes beyond the ...
Page 93
... future and its immediate materials are in present ex- perience can be carried into effect only in the degree that present experience is stretched , as it were , backward . It can expand into the future only as it is also enlarged to ...
... future and its immediate materials are in present ex- perience can be carried into effect only in the degree that present experience is stretched , as it were , backward . It can expand into the future only as it is also enlarged 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