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 7
... important books in these areas are : How We Think ( 1910 ) , Reconstruction in Philosophy ( 1920 ) , Experience and Nature ( 1925 ) , and Logic : The Theory of Inquiry ( 1938 ) . The commission , which he headed , that investigated the ...
... important books in these areas are : How We Think ( 1910 ) , Reconstruction in Philosophy ( 1920 ) , Experience and Nature ( 1925 ) , and Logic : The Theory of Inquiry ( 1938 ) . The commission , which he headed , that investigated the ...
Page 48
... important than the spelling lesson or lesson in geography or history that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
... important than the spelling lesson or lesson in geography or history that is learned . For these attitudes are fundamentally what count in the future . The most important attitude that can be formed is that of desire to go on learning ...
Page 67
... importance is em- phasized , the more important it is to understand what a purpose is ; how it arises and how it functions in ex- perience . A genuine purpose always starts with an impulse . Ob- struction of the immediate execution of ...
... importance is em- phasized , the more important it is to understand what a purpose is ; how it arises and how it functions in ex- perience . A genuine purpose always starts with an impulse . Ob- struction of the immediate execution 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 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