Experience and Education |
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Page 99
... scientific order , sets one of his main problems . For if it is true that existing experience in detail and also on a wide scale is what it is be- cause of the application of science , first , to proc- esses of production and ...
... scientific order , sets one of his main problems . For if it is true that existing experience in detail and also on a wide scale is what it is be- cause of the application of science , first , to proc- esses of production and ...
Page 109
... scientific method . But certain features of it are so closely connected with any educational scheme based upon experience that they should be noted . In the first place , the experimental method of science attaches more importance , not ...
... scientific method . But certain features of it are so closely connected with any educational scheme based upon experience that they should be noted . In the first place , the experimental method of science attaches more importance , not ...
Page 111
... scientific method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It ...
... scientific method has little to do with specialized techniques . It means that scientific method is the only authen- tic means at our command for getting at the significance of our everyday experiences of the world in which we live . It ...
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