Experience and Education1977 |
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Page 35
... continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of habit , when habit is interpreted biologically . The basic charac- teristic of habit is that every experience enacted and un ...
... continuity of experience as a criterion of discrimination . At bottom , this principle rests upon the fact of habit , when habit is interpreted biologically . The basic charac- teristic of habit is that every experience enacted and un ...
Page 36
... continuity . The objection made is that growth might take many different directions : a man , for example , who starts out on a career of burglary may grow in that direction , and by practice may grow into a highly expert burglar ...
... continuity . The objection made is that growth might take many different directions : a man , for example , who starts out on a career of burglary may grow in that direction , and by practice may grow into a highly expert burglar ...
Page 37
John Dewey. I return now to the question of continuity as a criterion by which to discriminate between experiences which are educative and those which are mis - educative . As we have seen , there is some kind of continuity in any case ...
John Dewey. I return now to the question of continuity as a criterion by which to discriminate between experiences which are educative and those which are mis - educative . As we have seen , there is some kind of continuity in any case ...
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