Experience and Education |
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Page 33
... exercise the wisdom his own wider experi- ence gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this ...
... exercise the wisdom his own wider experi- ence gives him without imposing a merely external control . On one side , it is his business to be on the alert to see what attitudes and habitual tendencies are being created . In this ...
Page 63
... exercise control over what this , that , and the other pupil does and how he does it . This failure most often goes back to lack of suffi- ciently thoughtful planning in advance . The causes for such lack are varied . The one which 63.
... exercise control over what this , that , and the other pupil does and how he does it . This failure most often goes back to lack of suffi- ciently thoughtful planning in advance . The causes for such lack are varied . The one which 63.
Page 96
... problems were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First ...
... problems were set from outside . Nonetheless , growth depends upon the presence of difficulty to be overcome by the exercise of intelligence . Once more , it is part of the educa- tor's responsibility to see equally to two things : First ...
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