Experience and Education |
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Page 21
... mature person upon the young , it does not follow , except upon the basis of the extreme Either - Or philosophy , that the knowledge and skill of the mature person has no directive value for the experience of the immature . On the ...
... mature person upon the young , it does not follow , except upon the basis of the extreme Either - Or philosophy , that the knowledge and skill of the mature person has no directive value for the experience of the immature . On the ...
Page 38
... mature experience cannot do . It is then the business of the educator to see in what direction an experience is heading . There is no point in his being more mature if , instead of using his greater in- sight to help organize the ...
... mature experience cannot do . It is then the business of the educator to see in what direction an experience is heading . There is no point in his being more mature if , instead of using his greater in- sight to help organize the ...
Page 58
... mature member of the group he has a peculiar responsibility for the conduct of the interactions and inter- communications which are the very life of the group as a community . That children are individuals whose freedom should be ...
... mature member of the group he has a peculiar responsibility for the conduct of the interactions and inter- communications which are the very life of the group as a community . That children are individuals whose freedom should be ...
Contents
Traditional vs Progressive Education | 17 |
The Need of a Theory of Experience | 25 |
Criteria of Experience | 33 |
Copyright | |
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Common terms and phrases
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