Experience and Education |
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Page 55
... action that is motivated by personal power and desire to dictate and action that is fair , because in the interest of all , is small . I should even be willing to say that upon the whole children are more sensitive to the signs and symp ...
... action that is motivated by personal power and desire to dictate and action that is fair , because in the interest of all , is small . I should even be willing to say that upon the whole children are more sensitive to the signs and symp ...
Page 69
... action based upon foresight of the consequences of acting under given observed conditions in a certain way . “ If wishes were horses , beggars would ride . " Desire for some- thing may be intense . It may be so strong as to override ...
... action based upon foresight of the consequences of acting under given observed conditions in a certain way . “ If wishes were horses , beggars would ride . " Desire for some- thing may be intense . It may be so strong as to override ...
Page 87
... action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be temporarily enjoyed . But intellectually it leads nowhere . It does not provide knowledge about the situ ...
... action must be carefully and discriminatingly observed . Activity that is not checked by observation of what follows from it may be temporarily enjoyed . But intellectually it leads nowhere . It does not provide knowledge about the situ ...
Contents
Traditional vs Progressive Education | 17 |
The Need of a Theory of Experience | 25 |
Criteria of Experience | 33 |
Copyright | |
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Common terms and phrases
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