Experience and Education |
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Page 8
... mature person upon the young , it does not follow , except upon the basis of the ex- treme Either - Or philosophy , that the knowl- edge and skill of the mature person has no directive value for the experience of the imma- ture . On the ...
... mature person upon the young , it does not follow , except upon the basis of the ex- treme Either - Or philosophy , that the knowl- edge and skill of the mature person has no directive value for the experience of the imma- ture . On the ...
Page 31
... into . The greater maturity of ex- perience which should belong to the adult as educator puts him in a position to evaluate each experience of the young in a way in which the one having the less mature experience cannot do . It 31.
... into . The greater maturity of ex- perience which should belong to the adult as educator puts him in a position to evaluate each experience of the young in a way in which the one having the less mature experience cannot do . It 31.
Page 32
John Dewey. one having the less mature experience cannot do . It is then the business of the educator to see in what direction an experience is heading . There is no point in his being more mature if , instead of using his greater ...
John Dewey. one having the less mature experience cannot do . It is then the business of the educator to see in what direction an experience is heading . There is no point in his being more mature if , instead of using his greater ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
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Common terms and phrases
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