Experience and Education |
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Page 23
... past and the issues of the present . We have the problem of ascertaining how acquaintance with the past may be translated into a potent instrumentality for dealing effectively with the future . We may reject knowledge of the past as the ...
... past and the issues of the present . We have the problem of ascertaining how acquaintance with the past may be translated into a potent instrumentality for dealing effectively with the future . We may reject knowledge of the past as the ...
Page 77
... past . If the present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at com- mand for understanding the present . Just as the individual has to draw in memory ...
... past . If the present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at com- mand for understanding the present . Just as the individual has to draw in memory ...
Page 78
... past is the counterpart of heedless carelessness in individual conduct . The way out of scholastic systems that made the past an end in itself is to make acquaintance with the past a means of under- standing the present . Until this ...
... past is the counterpart of heedless carelessness in individual conduct . The way out of scholastic systems that made the past an end in itself is to make acquaintance with the past a means of under- standing the present . Until this ...
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