Experience and Education1977 |
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Page 59
... course , for these social forms to be- come , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social inter- course does not mean the ...
... course , for these social forms to be- come , as we say , " mere formalities . " They may become merely outward show with no meaning behind them . But the avoidance of empty ritualistic forms of social inter- course does not mean the ...
Page 63
... course , such a thing as intense intellectual 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 ...
... course , such a thing as intense intellectual 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 ...
Page 69
... course , enough . The intellectual anticipation , the idea of consequences , must blend with desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas impetus and momentum ...
... course , enough . The intellectual anticipation , the idea of consequences , must blend with desire and impulse to acquire moving force . It then gives direction to what otherwise is blind , while desire gives ideas impetus and momentum ...
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