Experience and Education1977 |
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Page 48
... actual conditions of life . It is contrary to the laws of experience that learning of this kind , no matter how thor- oughly engrained at the time , should give genuine prep- aration . Nor does failure in preparation end at this point ...
... actual conditions of life . It is contrary to the laws of experience that learning of this kind , no matter how thor- oughly engrained at the time , should give genuine prep- aration . Nor does failure in preparation end at this point ...
Page 49
... actual preparation for the future is missed or distorted . The ideal of using the present simply to get ready for the future contradicts itself . It omits , and even shuts out , the very conditions by which a person can be prepared for ...
... actual preparation for the future is missed or distorted . The ideal of using the present simply to get ready for the future contradicts itself . It omits , and even shuts out , the very conditions by which a person can be prepared for ...
Page 76
... actual experience together a more serious and a harder business . He must be aware of the potentialities for lead- ing students into new fields which belong to experiences already had , and must use this knowledge as his criterion for ...
... actual experience together a more serious and a harder business . He must be aware of the potentialities for lead- ing students into new fields which belong to experiences already had , and must use this knowledge as his criterion for ...
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