Experience and Education |
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Page 7
... important books in these areas are : How We Think ( 1910 ) , Reconstruction in Philosophy ( 1920 ) , Experience and Nature ( 1925 ) , and Logic : The Theory of Inquiry ( 1938 ) . The commission , which he headed , that investigated the ...
... important books in these areas are : How We Think ( 1910 ) , Reconstruction in Philosophy ( 1920 ) , Experience and Nature ( 1925 ) , and Logic : The Theory of Inquiry ( 1938 ) . The commission , which he headed , that investigated the ...
Page 48
... important than the spelling lesson or lesson in geography or history that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
... important than the spelling lesson or lesson in geography or history that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
Page 67
... importance is em- phasized , the more important it is to understand what a purpose is ; how it arises and how it functions in ex- perience . A genuine purpose always starts with an impulse . Ob- struction of the immediate execution of ...
... importance is em- phasized , the more important it is to understand what a purpose is ; how it arises and how it functions in ex- perience . A genuine purpose always starts with an impulse . Ob- struction of the immediate execution 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