Experience and Education |
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Page 64
... result in adult imposition , which is none the less external because executed with tact and the semblance of respect for individual freedom . But this kind of planning does not follow inherently from the principle involved . I do not ...
... result in adult imposition , which is none the less external because executed with tact and the semblance of respect for individual freedom . But this kind of planning does not follow inherently from the principle involved . I do not ...
Page 74
... result from acting upon them ; power to select and order means to carry chosen ends into operation . Natural impulses and desires constitute in any case the starting point . But there is no intel- lectual growth without some ...
... result from acting upon them ; power to select and order means to carry chosen ends into operation . Natural impulses and desires constitute in any case the starting point . But there is no intel- lectual growth without some ...
Page 79
... result when what is seen is acted upon . A baby may see the bright- ness of a flame and be attracted thereby to reach for it . The significance of the flame is then not its brightness but its power to burn , as the con- sequence that ...
... result when what is seen is acted upon . A baby may see the bright- ness of a flame and be attracted thereby to reach for it . The significance of the flame is then not its brightness but its power to burn , as the con- sequence that ...
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