Experience and Education |
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Page 25
... ence is not the same 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 single question : Can we find any reason that does not ultimately come down to the belief ...
... ence is not the same 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 single question : Can we find any reason that does not ultimately come down to the belief ...
Page 111
... ence . This condition in turn can be satisfied only as the educator has a long look ahead , and views every present experience as a moving force in influencing what future experiences will be . I am aware that the emphasis I have placed ...
... ence . This condition in turn can be satisfied only as the educator has a long look ahead , and views every present experience as a moving force in influencing what future experiences will be . I am aware that the emphasis I have placed ...
Page 112
... ence if experience is educative in effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the ...
... ence if experience is educative in effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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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