Experience and Education1977 |
From inside the book
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Page 61
... activity cannot be separated from the internal side of activity ; from free- dom of thought , desire , and purpose . The limitation that was put upon outward action by the fixed arrangements of the typical traditional schoolroom , with ...
... activity cannot be separated from the internal side of activity ; from free- dom of thought , desire , and purpose . The limitation that was put upon outward action by the fixed arrangements of the typical traditional schoolroom , with ...
Page 63
... activity without overt bodily activity . But capacity for such intellectual activity marks a comparatively late achievement when it is continued for a long period . There should be brief intervals of time for quiet reflection pro- vided ...
... activity without overt bodily activity . But capacity for such intellectual activity marks a comparatively late achievement when it is continued for a long period . There should be brief intervals of time for quiet reflection pro- vided ...
Page 84
... activity is distinguished from aimless activity by the fact that it involves selection of means - analysis - out of the variety of conditions that are present , and their ar- rangement - synthesis - to reach an intended aim or pur- pose ...
... activity is distinguished from aimless activity by the fact that it involves selection of means - analysis - out of the variety of conditions that are present , and their ar- rangement - synthesis - to reach an intended aim or pur- pose ...
Contents
Traditional vs Progressive Education | 17 |
The Need of a Theory of Experience | 25 |
Criteria of Experience | 33 |
Copyright | |
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action activity actual adult ancient Greece attitudes based upon experience capacities cation child conduct consequences continuity and interaction continuity of experience direction ditions educa education based educative experience Either-Or philosophies ence environment exer existing Experience and Education external control factor facts and ideas failure formation freedom further experience future growth habit herent human important impulse and desire individual intel intellectual and moral intelligent involved John Dewey judgment Kappa Delta Pi knowledge learner learning life-experience live MACMILLAN PUBLISHERS materials matter ment needs objective conditions observation old education operate organization of subject-matter past perience philosophy of education philosophy of experience practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question relation of means rules scientific method situations skills social control teacher things tion traditional education traditional school truancy vidual Wayne young