Experience and Education |
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Page 34
... thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a ... things are tributary to a higher quality of experi- ence on the part of a greater number than are methods of ...
... thing as the reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a ... things are tributary to a higher quality of experi- ence on the part of a greater number than are methods of ...
Page 39
... things , the need for these abilities on the part of the parent and teacher which makes a system of education based upon living experience a more difficult affair to conduct successfully than it is to follow the patterns of traditional ...
... things , the need for these abilities on the part of the parent and teacher which makes a system of education based upon living experience a more difficult affair to conduct successfully than it is to follow the patterns of traditional ...
Page 75
... things with which they are already familiar . It is also essential that the new objects and events be related intellectually to those of earlier experiences , and this means that there be some advance made in conscious articulation of ...
... things with which they are already familiar . It is also essential that the new objects and events be related intellectually to those of earlier experiences , and this means that there be some advance made in conscious articulation 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