Experience and Education |
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Page 10
... it is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
... it is ca- pable of realization ? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral develop- ment of the young . Again , very well . ΙΟ.
Page 70
... intellectual and moral freedom . Strait - jacket and chain - gang procedures had to be done away with if there was to be a chance for growth of individuals in the intellectual springs of freedom without which there is no assurance of ...
... intellectual and moral freedom . Strait - jacket and chain - gang procedures had to be done away with if there was to be a chance for growth of individuals in the intellectual springs of freedom without which there is no assurance of ...
Page 109
... intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely strengthen the tendency toward a reactionary return to intellectual and moral authoritarianism . The present is ...
... intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely strengthen the tendency toward a reactionary return to intellectual and moral authoritarianism . The present is ...
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