Experience and Education |
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Page 37
... perience . I do not mean that it is supposed that objec- tive conditions can be shut out . It is recognized that they must enter in : so much concession is made to the inescapable fact that we live in a world of things and persons . But ...
... perience . I do not mean that it is supposed that objec- tive conditions can be shut out . It is recognized that they must enter in : so much concession is made to the inescapable fact that we live in a world of things and persons . But ...
Page 66
... perience is seen to be a social process , the situa- tion changes radically . The teacher loses the position of external boss or dictator but takes on that of leader of group activities . In discussing the conduct of games as an example ...
... perience is seen to be a social process , the situa- tion changes radically . The teacher loses the position of external boss or dictator but takes on that of leader of group activities . In discussing the conduct of games as an example ...
Page 107
... perience , reaction is sure to occur toward externally imposed methods of organization . There are signs of this reaction already in evi- dence . We are told that our schools , old and new , are failing in the main task . They do not ...
... perience , reaction is sure to occur toward externally imposed methods of organization . There are signs of this reaction already in evi- dence . We are told that our schools , old and new , are failing in the main task . They do not ...
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