Experience and Education |
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Page 31
... fact that it is so hard to get away from the picture of the studies of the old school . The moment " organiza- tion " is mentioned imagination goes almost automatically to the kind of organization that is familiar , and in revolting ...
... fact that it is so hard to get away from the picture of the studies of the old school . The moment " organiza- tion " is mentioned imagination goes almost automatically to the kind of organization that is familiar , and in revolting ...
Page 35
... fact that discrimination is made between the inherent values of different experiences . So I come back to the principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of ...
... fact that discrimination is made between the inherent values of different experiences . So I come back to the principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of ...
Page 80
... facts and principles in the way in which mature experts study them goes without saying . But this fact , instead of exempting the educator from responsibility for using present experiences so that learners may gradually be led , through ...
... facts and principles in the way in which mature experts study them goes without saying . But this fact , instead of exempting the educator from responsibility for using present experiences so that learners may gradually be led , through ...
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