Experience and Education |
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Page 7
... later . The problem for progressive edu- cation is : What is the place and meaning of subject - matter and of organization within ex- perience ? How does subject - matter function ? Is there anything inherent in experience which tends ...
... later . The problem for progressive edu- cation is : What is the place and meaning of subject - matter and of organization within ex- perience ? How does subject - matter function ? Is there anything inherent in experience which tends ...
Page 21
... later about organization . All that is needed , perhaps , at this point is to say that we must escape from the tendency to think of organization in terms of the kind of organization , whether of con- tent ( or subject - matter ) , or of ...
... later about organization . All that is needed , perhaps , at this point is to say that we must escape from the tendency to think of organization in terms of the kind of organization , whether of con- tent ( or subject - matter ) , or of ...
Page 47
... later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a treacherous idea . In a certain sense every experience should ...
... later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a treacherous idea . In a certain sense every experience should ...
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