Experience and Education |
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Page 26
... possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these questions is in the affirmative ( and personally I do not see how we can justify our preference for democracy and humanity ...
... possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these questions is in the affirmative ( and personally I do not see how we can justify our preference for democracy and humanity ...
Page 64
... possible to have preparatory planning by the teacher done in such a rigid and intellectually inflexible fashion that it does result in adult imposition , which is none the less external because executed with tact and the semblance of ...
... possible to have preparatory planning by the teacher done in such a rigid and intellectually inflexible fashion that it does result in adult imposition , which is none the less external because executed with tact and the semblance of ...
Page 67
... possible , of course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not ...
... possible , of course , for these social forms to become , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social intercourse does not ...
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