Experience and Education |
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Page 13
... ment are not self - explanatory ideas . Rather , their meaning is part of the problem to be ex- plored . To know the meaning of empiricism we need to understand what experience is . The belief that all genuine education comes about ...
... ment are not self - explanatory ideas . Rather , their meaning is part of the problem to be ex- plored . To know the meaning of empiricism we need to understand what experience is . The belief that all genuine education comes about ...
Page 69
... ment , or with the external or physical side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that ...
... ment , or with the external or physical side of activity . Now , this external and physical side of activity cannot be separated from the in- ternal side of activity ; from freedom of thought , desire , and purpose . The limitation that ...
Page 75
... from the control of another person only to find one's conduct dictated by immediate whim and caprice ; that is , at the mercy of im- pulses into whose formation intelligent judg- ment has not entered . A person whose conduct is 75.
... from the control of another person only to find one's conduct dictated by immediate whim and caprice ; that is , at the mercy of im- pulses into whose formation intelligent judg- ment has not entered . A person whose conduct is 75.
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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Common terms and phrases
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