Experience and Education |
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Page 18
... kind of organiza- tion characteristic of the traditional school con- stitutes a demand for a kind of organization based upon ideas . I think that only slight ac- quaintance with the history of education is needed to prove that ...
... kind of organiza- tion characteristic of the traditional school con- stitutes a demand for a kind of organization based upon ideas . I think that only slight ac- quaintance with the history of education is needed to prove that ...
Page 22
... kind of organization that is familiar , and in revolting against that we are led to shrink from the very idea of any organization . On the other hand , educational reactionaries , who are now gather- ing force , use the absence of ...
... kind of organization that is familiar , and in revolting against that we are led to shrink from the very idea of any organization . On the other hand , educational reactionaries , who are now gather- ing force , use the absence of ...
Page 64
... 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 of indi- viduals , is for ...
... 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 of indi- viduals , is for ...
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