Experience and Education |
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Page 20
... Either - Or philosophies becomes peculiarly pertinent . The general philosophy of the new education may be sound , and yet the difference in abstract principles will not decide the way in which the moral and intellectual preference ...
... Either - Or philosophies becomes peculiarly pertinent . The general philosophy of the new education may be sound , and yet the difference in abstract principles will not decide the way in which the moral and intellectual preference ...
Page 21
... Either - Or philosophy , that the knowledge and skill of the mature person has no directive value for the experience of the immature . On the contrary , basing education upon personal experience may mean more mul- tiplied and more ...
... Either - Or philosophy , that the knowledge and skill of the mature person has no directive value for the experience of the immature . On the contrary , basing education upon personal experience may mean more mul- tiplied and more ...
Page 29
... ideas which , when they are made articu- late and coherent , form a philosophy of education . Revolt against the kind of organization characteristic of the ... Either - Or philosophy , springing from the The Need of a Theory of Experience / ...
... ideas which , when they are made articu- late and coherent , form a philosophy of education . Revolt against the kind of organization characteristic of the ... Either - Or philosophy , springing from the The Need of a Theory of Experience / ...
Contents
Traditional vs Progressive Education | 17 |
The Need of a Theory of Experience | 25 |
Criteria of Experience | 33 |
Copyright | |
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acquaintance action activity actual adult ancient Greece attitudes based upon experience capacities cation child conduct consequences continuity and interaction continuity of experience direction ditions educa education based educative experience Either-Or philosophies ence environment exer existing Experience and Education external control factor facts and ideas failure formation freedom further experience future growth habit herent human important impulse and desire individual intellectual and moral intelligent involved John Dewey judgment Kappa Delta Pi knowledge learner learning life-experience live materials matter ment needs objective conditions observation old education operate past perience philosophy of education philosophy of experience practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question relation of means rules scientific method situation skills social control STANFORD UNIVERSITY teacher things tion traditional education traditional school truancy understanding vidual young