Experience and Education |
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Page 7
... organization of its contents ? What results follow when the mate- rials of experience are not progressively organ ... organization , therefore it suffices to reject the principle of organization in toto , instead of striving to discover ...
... organization of its contents ? What results follow when the mate- rials of experience are not progressively organ ... organization , therefore it suffices to reject the principle of organization in toto , instead of striving to discover ...
Page 22
... organization is due to the fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned imagina- tion goes almost automatically to the kind of organization that is ...
... organization is due to the fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned imagina- tion goes almost automatically to the kind of organization that is ...
Page 103
... organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties and bonds , may be understood and more intelli- gently ...
... organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ties and bonds , may be understood and more intelli- gently ...
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