Experience and Education1977 |
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Page 38
... given occasions whatever capacity for sym- pathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
... given occasions whatever capacity for sym- pathetic understanding his own experience has given him . No sooner , however , are such things said than there is a tendency to react to the other extreme and take what has been said as a plea ...
Page 45
... given time . It is the other factor , that of objective conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objective conditions " covers a wide range ...
... given time . It is the other factor , that of objective conditions , which lies to some extent within the possibility of regulation by the educator . As has already been noted , the phrase " objective conditions " covers a wide range ...
Page 84
... given cases of experience is , however , only too common . The logician gives the names " analysis and synthesis " to the operations by which means are selected and organized in relation to a purpose . This principle determines the ...
... given cases of experience is , however , only too common . The logician gives the names " analysis and synthesis " to the operations by which means are selected and organized in relation to a purpose . This principle determines 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