Experience and Education |
From inside the book
Results 1-3 of 22
Page 25
... thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately ... things are tributary to a higher qual- ity 25.
... thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately ... things are tributary to a higher qual- ity 25.
Page 50
... things worth while , of the values to which these things are relative ; if he loses desire to apply what he has learned and , above all , loses the ability to extract meaning from his future experiences as they occur ? What , then , is ...
... things worth while , of the values to which these things are relative ; if he loses desire to apply what he has learned and , above all , loses the ability to extract meaning from his future experiences as they occur ? What , then , is ...
Page 90
... things with which they are already familiar . It is also essential that the new objects and events be related intellectually to those of earlier experiences , and this means that there be some advance made in conscious articulation of ...
... things with which they are already familiar . It is also essential that the new objects and events be related intellectually to those of earlier experiences , and this means that there be some advance made in conscious articulation of ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE 133 | 23 |
SOCIAL CONTROL 133 | 53 |
Copyright | |
4 other sections not shown
Other editions - View all
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