Experience and Education |
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Page xi
... tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation to ...
... tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation to ...
Page 22
... tion goes almost automatically to the kind of organization that is familiar , and in revolting against that we are led to shrink from the very idea of any organization . On the other hand , educational reactionaries , who are now gather ...
... tion goes almost automatically to the kind of organization that is familiar , and in revolting against that we are led to shrink from the very idea of any organization . On the other hand , educational reactionaries , who are now gather ...
Page 66
... tion is based upon experience and educative ex- perience is seen to be a social process , the situa- tion changes radically . The teacher loses the position of external boss or dictator but takes on that of leader of group activities ...
... tion is based upon experience and educative ex- perience is seen to be a social process , the situa- tion changes radically . The teacher loses the position of external boss or dictator but takes on that of leader of group activities ...
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