Experience and Education |
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Page 22
... fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned imagina- tion goes almost automatically to the kind of organization that is familiar , and in revolting ...
... fact that it is so hard to get away from the picture of the studies of the old school . The moment " organization " is mentioned imagina- tion goes almost automatically to the kind of organization that is familiar , and in revolting ...
Page 26
... fact that discrimination is made between the inherent values of different ex- periences . So I come back to the principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of ...
... fact that discrimination is made between the inherent values of different ex- periences . So I come back to the principle of continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of ...
Page 99
John Dewey. out saying . But this fact , instead of exempting the educator from responsibility for using pres- ent experiences so that learners may gradually be led , through extraction of facts and laws , to experience of a scientific ...
John Dewey. out saying . But this fact , instead of exempting the educator from responsibility for using pres- ent experiences so that learners may gradually be led , through extraction of facts and laws , to experience of a scientific ...
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