Experience and Education |
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Page 25
... reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief that democratic social arrangements promote a better quality of hu- man experience , one which is more widely ac ...
... reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief that democratic social arrangements promote a better quality of hu- man experience , one which is more widely ac ...
Page 26
... reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these ...
... reason for our prefer- ence that we believe that mutual consultation and convictions reached through persuasion , make possible a better quality of experience than can otherwise be provided on any wide scale ? If the answer to these ...
Page 109
... reason why ideas are more jealously guarded and tested in science than anywhere else . The moment they are taken to be first truths in themselves there ceases to be any reason for scrupulous examina- tion of them . As fixed truths they ...
... reason why ideas are more jealously guarded and tested in science than anywhere else . The moment they are taken to be first truths in themselves there ceases to be any reason for scrupulous examina- tion of them . As fixed truths they ...
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