Experience and Education |
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Page 35
... responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions , but that they also recognize in the concrete what surroundings are conducive to having ...
... responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions , but that they also recognize in the concrete what surroundings are conducive to having ...
Page 39
... responsibility for arranging the con- ditions under which an infant's experience of food , sleep , etc. , occurs , and , secondly , that the responsibility is fulfilled by utilizing the funded experience of the past , as this is repre ...
... responsibility for arranging the con- ditions under which an infant's experience of food , sleep , etc. , occurs , and , secondly , that the responsibility is fulfilled by utilizing the funded experience of the past , as this is repre ...
Page 96
... were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First 96.
... were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First 96.
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
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Common terms and phrases
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