Experience and Education1977 |
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Page 21
... follow that all authority should be rejected , but rather that there is need to search for a more effective source of authority . Because the older education imposed the knowledge , methods , and the rules of conduct of the mature ...
... follow that all authority should be rejected , but rather that there is need to search for a more effective source of authority . Because the older education imposed the knowledge , methods , and the rules of conduct of the mature ...
Page 63
... follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used . Freedom of move- ment is also important as a means ...
... follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used . Freedom of move- ment is also important as a means ...
Page 90
... follow than the old road but a more strenu- ous and difficult one . It will remain so until it has at- tained its majority and that attainment will require many years of serious co - operative work on the part of its adherents . The ...
... follow than the old road but a more strenu- ous and difficult one . It will remain so until it has at- tained its majority and that attainment will require many years of serious co - operative work on the part of its adherents . The ...
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