Experience and Education |
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Page 25
... social arrangements promote a better quality of hu- man experience , one which is more widely ac- cessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for ...
... social arrangements promote a better quality of hu- man experience , one which is more widely ac- cessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for ...
Page 61
... social con- trol resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
... social con- trol resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
Page 103
... social and human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively ...
... social and human center toward a more objective intellec- tual scheme of organization , always bearing in mind , however , that intellectual organization is not an end in itself but is the means by which social relations , distinctively ...
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