Experience and Education |
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Page 27
... future experiences . Just as no man lives or dies to himself , so no experience lives and dies to itself . Wholly independent of desire or intent , every experience lives on in further experiences . Hence the central problem of an tie ...
... future experiences . Just as no man lives or dies to himself , so no experience lives and dies to itself . Wholly independent of desire or intent , every experience lives on in further experiences . Hence the central problem of an tie ...
Page 37
... experience influences in some degree the objective conditions under which further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of ...
... experience influences in some degree the objective conditions under which further experiences are had . For example , a child who learns to speak has a new facility and new desire . But he has also widened the external conditions of ...
Page 87
... experience . To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelli- gent dealing with further experiences . It is the heart of intellectual organization and of the ...
... experience . To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelli- gent dealing with further experiences . It is the heart of intellectual organization and of 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