Experience and Education |
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Page 32
... moving force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false ...
... moving force of an experience into account so as to judge and direct it on the ground of what it is moving into means dis- loyalty to the principle of experience itself . The disloyalty operates in two directions . The educator is false ...
Page 81
... moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . Suppose a man has a desire to secure a new 81.
... moving force . It then gives direction to what otherwise is blind , while desire gives ideas im- petus and momentum . An idea then becomes a plan in and for an activity to be carried out . Suppose a man has a desire to secure a new 81.
Page 112
... no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the development and control of a living and moving experience . EXPERIENCE - THE MEANS AND GOAL OF EDUCATION IN what I ...
... no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the development and control of a living and moving experience . EXPERIENCE - THE MEANS AND GOAL OF EDUCATION IN what I ...
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