Experience and Education |
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Page 54
... social control of individuals without the violation of freedom But if the matter were followed out through a number ... control is social , but individuals are parts of a community , not out- side of it . I do not mean by this that there ...
... social control of individuals without the violation of freedom But if the matter were followed out through a number ... control is social , but individuals are parts of a community , not out- side of it . I do not mean by this that there ...
Page 56
... social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute Land to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
... social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute Land to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
Page 59
... social group , the teacher necessarily acted largely from the outside , not as a director of processes of exchange in which all had a share . When education is based upon experience and educative experience is seen to ... Social Control / 59.
... social group , the teacher necessarily acted largely from the outside , not as a director of processes of exchange in which all had a share . When education is based upon experience and educative experience is seen to ... Social Control / 59.
Contents
Traditional vs Progressive Education 177 35 | 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 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 interaction internal involved JOHN DEWEY judgment Kappa Delta Pi knowledge learner learning life-experience live materials matter needs objective conditions observation old education operate past perience philosophy of education philosophy of experience practice present experience principle of continuity progressiv progressive education progressive organization progressive schools pupils purpose question reason relation of means rules scientific method situation skills social control subject-matter teacher things tion traditional education traditional school truancy understanding vidual young