Experience and Education |
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Page 7
... tends towards progressive organization of its contents ? What results follow when the mate- rials of experience are not ... tend to suppose that because the old education was based on ready- made organization , therefore it suffices to ...
... tends towards progressive organization of its contents ? What results follow when the mate- rials of experience are not ... tend to suppose that because the old education was based on ready- made organization , therefore it suffices to ...
Page 21
... tend to obstruct growth and to deflect it into wrong lines . I shall have something to say later about organization . All that is needed , perhaps , at this point is to say that we must escape from the tendency to think of organization ...
... tend to obstruct growth and to deflect it into wrong lines . I shall have something to say later about organization . All that is needed , perhaps , at this point is to say that we must escape from the tendency to think of organization ...
Page 73
... tends to decrease with increasing maturity , though its complete absence prevents even a mature individual fro having the contacts which will provide with new materials upon which his intellige . may exercise itself . The amount and the ...
... tends to decrease with increasing maturity , though its complete absence prevents even a mature individual fro having the contacts which will provide with new materials upon which his intellige . may exercise itself . The amount and 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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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