Experience and Education |
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Page vi
... later , a return to what appear to be simpler and more funda- mental ideas and practices of the past as is exemplified at present in education in the at- tempt to revive the principles of ancient Greece and of the middle ages . It is in ...
... later , a return to what appear to be simpler and more funda- mental ideas and practices of the past as is exemplified at present in education in the at- tempt to revive the principles of ancient Greece and of the middle ages . It is in ...
Page 42
... later ones . As an individual passes from one situation to another , his world , his environment , expands or contracts . He does not find himself living in another world but in a different part or aspect of one and the same world ...
... later ones . As an individual passes from one situation to another , his world , his environment , expands or contracts . He does not find himself living in another world but in a different part or aspect of one and the same world ...
Page 47
... later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a treacherous idea . In a certain sense every experience should ...
... later ( perhaps in col- lege or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " preparation " is a treacherous idea . In a certain sense every experience should ...
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