Experience and Education |
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Page 39
... responsibility for arranging the con- ditions under which an infant's experience of food , sleep , etc. , occurs , and , secondly , that the responsibility is fulfilled by utilizing the funded experience of the past , as this is repre ...
... responsibility for arranging the con- ditions under which an infant's experience of food , sleep , etc. , occurs , and , secondly , that the responsibility is fulfilled by utilizing the funded experience of the past , as this is repre ...
Page 66
John Dewey. the group he has a peculiar responsibility for the conduct of the interactions and intercom- munications which are the very life of the group as a community . That children are indi- viduals whose freedom should be respected ...
John Dewey. the group he has a peculiar responsibility for the conduct of the interactions and intercom- munications which are the very life of the group as a community . That children are indi- viduals whose freedom should be respected ...
Page 99
... responsibility for using pres- ent experiences so that learners may gradually be led , through extraction of facts and laws , to experience of a scientific order , sets one of his main problems . For if it is true that existing ...
... responsibility for using pres- ent experiences so that learners may gradually be led , through extraction of facts and laws , to experience of a scientific order , sets one of his main problems . For if it is true that existing ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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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