Experience and Education |
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Page vii
... involved in reaction against other ' isms that it is unwit- tingly controlled by them . For it then forms its principles by reaction against them instead of by a comprehensive constructive survey of actual needs , problems , and ...
... involved in reaction against other ' isms that it is unwit- tingly controlled by them . For it then forms its principles by reaction against them instead of by a comprehensive constructive survey of actual needs , problems , and ...
Page 6
... involved shall be worked out in practice . There is always the danger in a new movement that in rejecting the aims and methods of that which it would supplant , it may develop its principles negatively rather than positively and ...
... involved shall be worked out in practice . There is always the danger in a new movement that in rejecting the aims and methods of that which it would supplant , it may develop its principles negatively rather than positively and ...
Page 57
... 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 participation , of sharing in a common ex- perience . Stated the other way around ...
... 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 participation , of sharing in a common ex- perience . Stated the other way around ...
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