Experience and Education |
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Page 20
... become concrete only in the consequences which result from their application . Just because the principles set forth ... becomes peculiarly pertinent . The general philosophy of the new education may be sound , and yet the difference in ...
... become concrete only in the consequences which result from their application . Just because the principles set forth ... becomes peculiarly pertinent . The general philosophy of the new education may be sound , and yet the difference in ...
Page 37
... become a teacher , lawyer , physician , or stock- broker , when he executes his intention he thereby neces- sarily determines to some extent the environment in which he will act in the future . He has rendered himself more sensitive and ...
... become a teacher , lawyer , physician , or stock- broker , when he executes his intention he thereby neces- sarily determines to some extent the environment in which he will act in the future . He has rendered himself more sensitive and ...
Page 56
... become so passive and unduly docile that they fail to contribute . There will be others who , because of previous experience , are bumptious and unruly and perhaps downright rebellious . But it is certain that the general principle of ...
... become so passive and unduly docile that they fail to contribute . There will be others who , because of previous experience , are bumptious and unruly and perhaps downright rebellious . But it is certain that the general principle of ...
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