Experience and Education |
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Page 81
... intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on ... intelligent method from becoming itself habitual ; and there is nothing in the nature of emotion to prevent the ...
... intelligently . We are told , on one hand , that the complexity of human relations , domestic and international , and on ... intelligent method from becoming itself habitual ; and there is nothing in the nature of emotion to prevent the ...
Page 83
... intelligent activity that does not conform to the requirements of the relation , and it is intelligent in the degree in which it is not only conformed to but consciously borne in mind . In the earlier forms of experience the causal ...
... intelligent activity that does not conform to the requirements of the relation , and it is intelligent in the degree in which it is not only conformed to but consciously borne in mind . In the earlier forms of experience the causal ...
Page 89
... intelligent persons of both schools of educational thought . The educational system must move one way or another ... intelligently directed development of the possibilities inherent in ordinary experience that I do not feel it necessary ...
... intelligent persons of both schools of educational thought . The educational system must move one way or another ... intelligently directed development of the possibilities inherent in ordinary experience that I do not feel it necessary ...
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