Experience and Education |
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Page 33
... side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to judge what attitudes are actually conducive to continued growth ...
... side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this direction he must , if he is an educator , be able to judge what attitudes are actually conducive to continued growth ...
Page 39
... side . But this violation is no reason why the new education should vio- late the principle from the other side - except upon the basis of the extreme Either - Or educa- tional philosophy which has been mentioned . The illustration ...
... side . But this violation is no reason why the new education should vio- late the principle from the other side - except upon the basis of the extreme Either - Or educa- tional philosophy which has been mentioned . The illustration ...
Page 69
... side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that was put upon outward action by the ...
... side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that was put upon outward action by the ...
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