Experience and Education |
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Page xi
... educa- tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation ...
... educa- tion is adequate . Each is mis - educative because neither of them applies the principles of a carefully developed philosophy of experience . Many pages of the present volume illustrate the meaning of experience and its relation ...
Page 15
... educa- tion . It is for quite another purpose . It is to emphasize the fact , first , that young people in traditional schools do have experiences ; and , secondly , that the trouble is not the absence of experiences , but their ...
... educa- tion . It is for quite another purpose . It is to emphasize the fact , first , that young people in traditional schools do have experiences ; and , secondly , that the trouble is not the absence of experiences , but their ...
Page 39
... educa- tional philosophy which has been mentioned . The illustration drawn from the need for regulation of the objective conditions of a baby's development indicates , first , that the parent has responsibility for arranging the con ...
... educa- tional philosophy which has been mentioned . The illustration drawn from the need for regulation of the objective conditions of a baby's development indicates , first , that the parent has responsibility for arranging the con ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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Common terms and phrases
acquaintance action activity actual adult ancient Greece attitudes based upon experience become capacities cation child cial conduct consequences continuity of experience Dewey direction ditional educa education based effect Either-Or ence environment execution existing Experience and Education factor facts and ideas failure formation freedom further experience future growth habit herent human impulse and desire indi individual intel intellectual and moral intelligence interaction involved JOHN DEWEY KAPPA DELTA PI knowledge learner learning life-experience live material matter mature person ment objective conditions observation old education operate ophy organization of subject-matter past perience philos philosophy of education practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question relation of means responsibility rules scientific method situations skills social control spect teacher things tion traditional education traditional school treme truancy viduals young