Experience and Education |
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Page 24
... The question I would raise concerns why we prefer democratic and humane arrange- ments to those which are autocratic and harsh . And by " why , " I mean the reason for prefer- ring them , not just the causes which lead us 24.
... The question I would raise concerns why we prefer democratic and humane arrange- ments to those which are autocratic and harsh . And by " why , " I mean the reason for prefer- ring them , not just the causes which lead us 24.
Page 35
... lead to growth . Above all , they should know how to utilize the sur- roundings , physical and social , that exist so as to extract from them all that they have to con- tribute to building up experiences that are worth while ...
... lead to growth . Above all , they should know how to utilize the sur- roundings , physical and social , that exist so as to extract from them all that they have to con- tribute to building up experiences that are worth while ...
Page 110
... leads nowhere . It does not pro- vide knowledge about the situations in which action occurs nor does it lead to clarification and expansion of ideas . In the third place , the method of intelligence manifested in the experimental method ...
... leads nowhere . It does not pro- vide knowledge about the situations in which action occurs nor does it lead to clarification and expansion of ideas . In the third place , the method of intelligence manifested in the experimental method ...
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