Experience and Education |
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Page 83
... means by which they may be realized . The question of how soon or of means takes the place of a projected imaginative end , and , since means are objective , they have to be studied and understood if a genuine purpose is to be formed ...
... means by which they may be realized . The question of how soon or of means takes the place of a projected imaginative end , and , since means are objective , they have to be studied and understood if a genuine purpose is to be formed ...
Page 105
... means and consequences . Failure to utilize the situations so as to lead the learner on to grasp the relation in the given cases of experience is , however , only too com- mon . The logician gives the names " analysis and synthesis " to ...
... means and consequences . Failure to utilize the situations so as to lead the learner on to grasp the relation in the given cases of experience is , however , only too com- mon . The logician gives the names " analysis and synthesis " to ...
Page 106
... means employed , is obvious . But the principle of organization of activity in terms of some perception of the relation of consequences to means applies even with the very young . Otherwise an activity ceases to be educative because it ...
... means employed , is obvious . But the principle of organization of activity in terms of some perception of the relation of consequences to means applies even with the very young . Otherwise an activity ceases to be educative because it ...
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