Experience and Education |
From inside the book
Results 1-3 of 11
Page 26
... habit , when habit is interpreted biologically . The basic characteristic of habit is that every experience enacted and undergone modifies the one who acts and undergoes , while this modi- fication affects , whether we wish it or not , 26.
... habit , when habit is interpreted biologically . The basic characteristic of habit is that every experience enacted and undergone modifies the one who acts and undergoes , while this modi- fication affects , whether we wish it or not , 26.
Page 27
... habit so understood obviously goes deeper than the ordinary con- ception of a habit as a more or less fixed way of doing things , although it includes the latter as one of its special cases . It covers the forma- tion of attitudes ...
... habit so understood obviously goes deeper than the ordinary con- ception of a habit as a more or less fixed way of doing things , although it includes the latter as one of its special cases . It covers the forma- tion of attitudes ...
Page 100
... habit , make impossible large - scale social plan- ning and direction by intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning ...
... habit , make impossible large - scale social plan- ning and direction by intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning ...
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