Experience and Education |
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Page 29
... question is whether growth in this direc- tion promotes or retards growth in general . Does this form of growth create conditions for further growth , or does it set up conditions that shut off the person who has grown in this par ...
... question is whether growth in this direc- tion promotes or retards growth in general . Does this form of growth create conditions for further growth , or does it set up conditions that shut off the person who has grown in this par ...
Page 48
... questions cannot be disposed of by saying that the subjects were not actually learned , for they were learned at ... question is asked , then , what has become of it , where has it gone to , the right answer is that it is still there ...
... questions cannot be disposed of by saying that the subjects were not actually learned , for they were learned at ... question is asked , then , what has become of it , where has it gone to , the right answer is that it is still there ...
Page 54
... question of individual freedom and social control and pass on to the questions that grow naturally out of it . It is often well in considering educational problems to get a start by temporarily ignor- ing the school and thinking of ...
... question of individual freedom and social control and pass on to the questions that grow naturally out of it . It is often well in considering educational problems to get a start by temporarily ignor- ing the school and thinking of ...
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