Experience and Education1977 |
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Page 64
... impulse until that impulse has been brought into connection with other possible tendencies to action so that a more comprehensive and coherent plan of ac- tivity is formed . Some of the other tendencies to action lead to use of eye ...
... impulse until that impulse has been brought into connection with other possible tendencies to action so that a more comprehensive and coherent plan of ac- tivity is formed . Some of the other tendencies to action lead to use of eye ...
Page 68
... impulse and desire produce consequences not by themselves alone but through their interaction or co- operation with surrounding conditions . The impulse for such a simple action as walking is executed only in active conjunction with the ...
... impulse and desire produce consequences not by themselves alone but through their interaction or co- operation with surrounding conditions . The impulse for such a simple action as walking is executed only in active conjunction with the ...
Page 69
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the consequences of car- rying the impulse into execution - a foresight that is impossible ...
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the consequences of car- rying the impulse into execution - a foresight that is impossible ...
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