Experience and Education |
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Page xii
... perience is educative only to the degree that it rests upon a continuity of significant knowledge and to the degree that this knowledge modifies or " modulates " the learner's outlook , attitude , and skill . The true learning situation ...
... perience is educative only to the degree that it rests upon a continuity of significant knowledge and to the degree that this knowledge modifies or " modulates " the learner's outlook , attitude , and skill . The true learning situation ...
Page 7
... perience ? How does subject - matter function ? Is there anything inherent in experience which tends towards progressive organization of its contents ? What results follow when the mate- rials of experience are not progressively organ ...
... perience ? How does subject - matter function ? Is there anything inherent in experience which tends towards progressive organization of its contents ? What results follow when the mate- rials of experience are not progressively organ ...
Page 30
... perience influences in some degree the objective conditions under which further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse ...
... perience influences in some degree the objective conditions under which further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subse ...
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