Experience and Education |
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Page vi
... practice . It is for this reason that it is so difficult to develop a philosophy of education , the moment tradition ... practices of the past — as is exemplified at present in education in the at- tempt to revive the principles of ...
... practice . It is for this reason that it is so difficult to develop a philosophy of education , the moment tradition ... practices of the past — as is exemplified at present in education in the at- tempt to revive the principles of ...
Page 6
... practice in the school and the home . It is at this point that the reference made ear- lier to Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference ...
... practice in the school and the home . It is at this point that the reference made ear- lier to Either - Or philosophies becomes pecu- liarly pertinent . The general philosophy of the new education may be sound , and yet the dif- ference ...
Page 10
... practice of education which proceeds negatively or by reaction against what has been current in education rather than by a positive and constructive development of purposes , methods , and subject - matter on the foundation of a theory ...
... practice of education which proceeds negatively or by reaction against what has been current in education rather than by a positive and constructive development of purposes , methods , and subject - matter on the foundation of a theory ...
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