Experience and Education |
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Page 11
... past may be trans- lated into a potent instrumentality for dealing effectively with the future . We may reject knowledge of the past as the end of education and thereby only emphasize its importance as a means . When we do that we have ...
... past may be trans- lated into a potent instrumentality for dealing effectively with the future . We may reject knowledge of the past as the end of education and thereby only emphasize its importance as a means . When we do that we have ...
Page 93
... past . If the present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at command for understanding the present . Just as the indi- vidual has to draw in memory ...
... past . If the present could be cut off from the past , this conclusion would be sound . But the achievements of the past provide the only means at command for understanding the present . Just as the indi- vidual has to draw in memory ...
Page 94
... past an end in itself is to make acquaintance with the past a means of understanding the present . Until this problem is worked out , the present clash of educational ideas and practices will continue . On the one hand , there will be ...
... past an end in itself is to make acquaintance with the past a means of understanding the present . Until this problem is worked out , the present clash of educational ideas and practices will continue . On the one hand , there will be ...
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