Experience and Education |
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Page 57
... individual actions is effected by the whole situation in which individuals are involved , in which they share and of which they are co - operative or interacting parts . For even in a competitive game there is a certain kind of ...
... individual actions is effected by the whole situation in which individuals are involved , in which they share and of which they are co - operative or interacting parts . For even in a competitive game there is a certain kind of ...
Page 64
... individual freedom . But this kind of planning does not follow inherently from the principle involved . I do not know what the greater maturity of the teacher and the teacher's greater knowledge of the world , of subject - matters and ...
... individual freedom . But this kind of planning does not follow inherently from the principle involved . I do not know what the greater maturity of the teacher and the teacher's greater knowledge of the world , of subject - matters and ...
Page 73
... individual to individual . It naturally tends to decrease with increasing maturity , though its complete absence prevents even a mature individual fro having the contacts which will provide with new materials upon which his intellige ...
... individual to individual . It naturally tends to decrease with increasing maturity , though its complete absence prevents even a mature individual fro having the contacts which will provide with new materials upon which his intellige ...
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