Experience and Education |
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Page 4
... young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use devices of art to cover up the imposi- tion so as to relieve it of ...
... young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use devices of art to cover up the imposi- tion so as to relieve it of ...
Page 11
John Dewey. ment of the young . Again , very well . Recog- nition of this serious defect sets a problem . Just what is ... young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the ...
John Dewey. ment of the young . Again , very well . Recog- nition of this serious defect sets a problem . Just what is ... young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the ...
Page 104
... young . But neither the relation nor grasp of its meaning is foreign to the experience of even the young child . When a child two or three years of age learns not to approach a flame too closely and yet to draw near enough a stove to ...
... young . But neither the relation nor grasp of its meaning is foreign to the experience of even the young child . When a child two or three years of age learns not to approach a flame too closely and yet to draw near enough a stove to ...
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