Experience And EducationExperience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. |
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Page 38
... adult as educator puts him in a position to evaluate each experience of the young in a way in which the one having the less mature experience cannot do . It is then the business of the educator to see in what direction an experience is ...
... adult as educator puts him in a position to evaluate each experience of the young in a way in which the one having the less mature experience cannot do . It is then the business of the educator to see in what direction an experience is ...
Page 53
... adult group to which they look for models have themselves made a change in the rules , while the change made by the elders is at least supposed to conduce to making the game more skillful or more interesting to spectators . Now , the ...
... adult group to which they look for models have themselves made a change in the rules , while the change made by the elders is at least supposed to conduce to making the game more skillful or more interesting to spectators . Now , the ...
Page 55
... adults . Children learn the difference when playing with one another . They are willing , often too willing if anything ... adult was because the situation almost forced it upon the teacher . The school was not a group or community held ...
... adults . Children learn the difference when playing with one another . They are willing , often too willing if anything ... adult was because the situation almost forced it upon the teacher . The school was not a group or community held ...
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 Ameri 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 intel 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 situations skills social control teacher things tion traditional education traditional school truancy understanding vidual young