Experience and Education |
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Page 108
... method of science had ever been con- sistently and continuously applied throughout the day - by - day work of the school ... methods and ideals that arose centuries before scientific method was developed . The appeal may be temporarily ...
... method of science had ever been con- sistently and continuously applied throughout the day - by - day work of the school ... methods and ideals that arose centuries before scientific method was developed . The appeal may be temporarily ...
Page 109
... method of science attaches more importance , not less , to ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas ...
... method of science attaches more importance , not less , to ideas as ideas than do other methods . There is no such thing as experiment in the scientific sense unless action is directed by some leading idea . The fact that the ideas ...
Page 114
... method will not be adequately conceived . There is no discipline in the world so severe as the discipline of experience ... methods of the newer education is the failure of educators who professedly adopt them to be faithful to them in ...
... method will not be adequately conceived . There is no discipline in the world so severe as the discipline of experience ... methods of the newer education is the failure of educators who professedly adopt them to be faithful to them in ...
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