Experience and Education |
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Page 9
... problem requires a well thought - out philos- ophy of the social factors that operate in the constitution of ... problems of the actual or practical conduct and management of progressive schools . Rather , they set new problems which ...
... problem requires a well thought - out philos- ophy of the social factors that operate in the constitution of ... problems of the actual or practical conduct and management of progressive schools . Rather , they set new problems which ...
Page 11
... problem . Just what is the role of the teacher and of books in promoting the educational development of the immature ... problem of discovering the connection which actually exists within experience between the achievements of the past ...
... problem . Just what is the role of the teacher and of books in promoting the educational development of the immature ... problem of discovering the connection which actually exists within experience between the achievements of the past ...
Page 89
... problem . Undoubtedly this phase of the problem is more difficult than the other . Those who deal with the pre - school child , with the kindergarten child , and with the boy and girl of the early primary years do not have much ...
... problem . Undoubtedly this phase of the problem is more difficult than the other . Those who deal with the pre - school child , with the kindergarten child , and with the boy and girl of the early primary years do not have much ...
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