Experience and Education |
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Page 51
... present are sacri- ficed to a supposititious future . When this hap- pens , the actual preparation for the future is ... present time the full meaning of each present experience are we prepared for doing the same thing in the future ...
... present are sacri- ficed to a supposititious future . When this hap- pens , the actual preparation for the future is ... present time the full meaning of each present experience are we prepared for doing the same thing in the future ...
Page 93
... present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at command for understanding the present . Just as the indi- vidual has to draw in memory upon his own ...
... present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at command for understanding the present . Just as the indi- vidual has to draw in memory upon his own ...
Page 94
... present and that give rise to present social ills and dislocations did not arise overnight . They have a long history behind them . At- tempt to deal with them simply on the basis of what is obvious in the present is bound to result in ...
... present and that give rise to present social ills and dislocations did not arise overnight . They have a long history behind them . At- tempt to deal with them simply on the basis of what is obvious in the present is bound to result in ...
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