Experience and Education |
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Page 34
... individual's body and mind . It ought not to be necessary to say that experience does not occur in a vacuum . There are sources outside an individual which give rise to experience 34.
... individual's body and mind . It ought not to be necessary to say that experience does not occur in a vacuum . There are sources outside an individual which give rise to experience 34.
Page 41
... individuals live in a world means , in the concrete , that they live in a series of situations . And when it is said ... individual and what , at the time , con- stitutes his environment , whether the latter consists of persons with whom ...
... individuals live in a world means , in the concrete , that they live in a series of situations . And when it is said ... individual and what , at the time , con- stitutes his environment , whether the latter consists of persons with whom ...
Page 57
... individual actions is effected by the whole situation in which individuals are involved , in which they share and of which they are co - operative or interacting parts . For even in a competitive game there is a certain kind . of ...
... individual actions is effected by the whole situation in which individuals are involved , in which they share and of which they are co - operative or interacting parts . For even in a competitive game there is a certain kind . of ...
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