Experience and Education |
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Page xi
... knowledge which needs to be understood as the means whereby further inquiry may be directed . Hence the scientist , instead of confining his investigation to prob- lems as they are discovered , proceeds to study the nature of problems ...
... knowledge which needs to be understood as the means whereby further inquiry may be directed . Hence the scientist , instead of confining his investigation to prob- lems as they are discovered , proceeds to study the nature of problems ...
Page 101
... knowledge . It is with reference to organization of knowledge ΙΟΙ that we are likely to find Either - Or philos-
... knowledge . It is with reference to organization of knowledge ΙΟΙ that we are likely to find Either - Or philos-
Page 102
... knowledge al- ready organized and proceed to ladle it out in doses . But as an ideal the active process of organizing facts and ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge ...
... knowledge al- ready organized and proceed to ladle it out in doses . But as an ideal the active process of organizing facts and ideas is an ever - present educational process . No experience is educative that does not tend both to knowledge ...
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