Experience and Education |
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Page 34
... human experience , one which is more widely accessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for individual freedom and for decency and kindliness of human ...
... human experience , one which is more widely accessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for individual freedom and for decency and kindliness of human ...
Page 81
... human relations , domestic and international , and on the other hand , the fact that human beings are so largely creatures of emotion and habit , make impossible large - scale social planning and direction by intelligence . This view ...
... human relations , domestic and international , and on the other hand , the fact that human beings are so largely creatures of emotion and habit , make impossible large - scale social planning and direction by intelligence . This view ...
Page 83
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , how- ever , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ...
... human center toward a more objective intellec- tual scheme of organization , always bearing in mind , how- ever , that intellectual organization is not an end in itself but is the means by which social relations , distinctively human ...
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