Experience and Education |
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Page 38
... force . Its value can be judged only on the ground of what it moves toward and into . The greater maturity of experience which should belong to the adult as educator puts him in a position to evaluate each experience of the young in a ...
... force . Its value can be judged only on the ground of what it moves toward and into . The greater maturity of experience which should belong to the adult as educator puts him in a position to evaluate each experience of the young in a ...
Page 42
... force . It assigns equal rights to both factors in experience - objective and internal conditions . Any normal experience is an interplay of these two sets of conditions . Taken together , or in their interaction , they form what we ...
... force . It assigns equal rights to both factors in experience - objective and internal conditions . Any normal experience is an interplay of these two sets of conditions . Taken together , or in their interaction , they form what we ...
Page 86
... force to progressive schools . Failure to give constant attention to development of the intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely strengthen the tendency ...
... force to progressive schools . Failure to give constant attention to development of the intellectual content of experiences and to obtain ever - increasing organization of facts and ideas may in the end merely strengthen the tendency ...
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