Experience and Education |
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Page 43
... freedom ? Doubtless if a fetish were made of the advice and directions so that they came to be inflexible dictates to be followed under every possible condition , then restriction of freedom of both parent and child would occur . But ...
... freedom ? Doubtless if a fetish were made of the advice and directions so that they came to be inflexible dictates to be followed under every possible condition , then restriction of freedom of both parent and child would occur . But ...
Page 61
... freedom . The only freedom that is of enduring importance is free- dom of intelligence , that is to say , freedom of observation and of judgment exercised in behalf of purposes that are intrinsically worth while . The commonest mistake ...
... freedom . The only freedom that is of enduring importance is free- dom of intelligence , that is to say , freedom of observation and of judgment exercised in behalf of purposes that are intrinsically worth while . The commonest mistake ...
Page 63
... freedom of outward action is a means to freedom of judgment and of power to carry deliberately chosen ends into execution . The amount of external free- dom which is needed varies from individual to individual . It naturally tends to ...
... freedom of outward action is a means to freedom of judgment and of power to carry deliberately chosen ends into execution . The amount of external free- dom which is needed varies from individual to individual . It naturally tends to ...
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