Experience and Education |
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Page 1
... given to formulating its beliefs in terms of Either - Ors , between which it recognizes no intermediate possibilities . When forced to recognize that the extremes cannot be acted upon , it is still inclined to hold that they are all ...
... given to formulating its beliefs in terms of Either - Ors , between which it recognizes no intermediate possibilities . When forced to recognize that the extremes cannot be acted upon , it is still inclined to hold that they are all ...
Page 32
... given occasions whatever capacity for sympathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
... given occasions whatever capacity for sympathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
Page 96
... given experience leads out into a field previously unfamiliar no problems arise , while problems are the stimulus to thinking . That the conditions found in present experience should be used as sources of problems is a char- acteristic ...
... given experience leads out into a field previously unfamiliar no problems arise , while problems are the stimulus to thinking . That the conditions found in present experience should be used as sources of problems is a char- acteristic ...
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