Experience and Education |
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Page 17
... habits acquired under external pressure . At present , the opposition , so far as practical affairs of the school are concerned , tends to take the form of contrast between traditional and progressive education . If the underlying ideas ...
... habits acquired under external pressure . At present , the opposition , so far as practical affairs of the school are concerned , tends to take the form of contrast between traditional and progressive education . If the underlying ideas ...
Page 35
... habit , when habit is interpreted biologically . The basic charac- teristic of habit is that every experience enacted and un- dergone modifies the one who acts and undergoes , while this modification affects , whether we wish it or not ...
... habit , when habit is interpreted biologically . The basic charac- teristic of habit is that every experience enacted and un- dergone modifies the one who acts and undergoes , while this modification affects , whether we wish it or not ...
Page 81
... habit , make impossible large - scale social planning and direction by intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning of ...
... habit , make impossible large - scale social planning and direction by intelligence . This view would be more credible if any systematic effort , beginning with early education and carried on through the continuous study and learning of ...
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