Experience and Education |
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Page 49
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
... important than the spelling lesson or lesson in geography or his- tory that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
Page 68
... important lessons of life , that of mutual accommodation and adaptation . Education is going on in a one- sided way , for attitudes and habits are in proc- ess of formation that stand in the way of the future learning that springs from ...
... important lessons of life , that of mutual accommodation and adaptation . Education is going on in a one- sided way , for attitudes and habits are in proc- ess of formation that stand in the way of the future learning that springs from ...
Page 78
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution of ...
... importance is em- phasized , the more important it is to under- stand what a purpose is ; how it arises and how it functions in experience . A genuine purpose always starts with an im- pulse . Obstruction of the immediate execution of ...
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