Experience and Education |
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Page 26
... examples of experiences of the kinds just mentioned . It is a great mistake to suppose , even tacitly , that the ... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which ...
... examples of experiences of the kinds just mentioned . It is a great mistake to suppose , even tacitly , that the ... example , were rendered callous to ideas , and how many lost the impetus to learn because of the way in which ...
Page 37
... example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subsequent learning . When he learns to read , he similarly opens up a new environment . If a person decides to ...
... example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of subsequent learning . When he learns to read , he similarly opens up a new environment . If a person decides to ...
Page 59
... example of normal social control , reference was made to the presence of a standardized conventional factor . The counterpart of this factor in school life is found in the question of man- ners , especially of good manners in the ...
... example of normal social control , reference was made to the presence of a standardized conventional factor . The counterpart of this factor in school life is found in the question of man- ners , especially of good manners in the ...
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