Experience and Education |
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Page 26
... formation of a slack and careless attitude ; this attitude then operates to modify the quality of subsequent experiences so as to prevent a person from getting out of them what they have to give . Again , experiences may be so ...
... formation of a slack and careless attitude ; this attitude then operates to modify the quality of subsequent experiences so as to prevent a person from getting out of them what they have to give . Again , experiences may be so ...
Page 67
... formation of purposes and the organization of means to execute them are the work of intelligence . Plato once defined a slave as the person who executes the purposes of another , and , as has just been said , a person is also a slave ...
... formation of purposes and the organization of means to execute them are the work of intelligence . Plato once defined a slave as the person who executes the purposes of another , and , as has just been said , a person is also a slave ...
Page 71
... formation of the purposes which activate them . In an educational scheme , the occurrence of a desire and im- pulse is not the final end . It is an occasion and a demand for the formation of a plan and method of activity . Such a plan ...
... formation of the purposes which activate them . In an educational scheme , the occurrence of a desire and im- pulse is not the final end . It is an occasion and a demand for the formation of a plan and method of activity . Such a plan ...
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