Experience and Education |
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Page 21
... give new direction to the work of the schools . The proc- ess is a slow and arduous one . It is a matter of growth , and there are many obstacles which tend to obstruct growth and to deflect it into wrong lines . I shall have something ...
... give new direction to the work of the schools . The proc- ess is a slow and arduous one . It is a matter of growth , and there are many obstacles which tend to obstruct growth and to deflect it into wrong lines . I shall have something ...
Page 33
... gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to ...
... gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to ...
Page 81
... gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . activity Suppose a man has a desire to secure a new 81.
... gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . activity Suppose a man has a desire to secure a new 81.
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