Experience and Education1977 |
From inside the book
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Page 18
... kind of institution sharply marked off from other social institutions . Call up in imagination the ordinary school- room , its time - schedules , schemes of classification , of ex- amination and promotion , of rules of order , and I ...
... kind of institution sharply marked off from other social institutions . Call up in imagination the ordinary school- room , its time - schedules , schemes of classification , of ex- amination and promotion , of rules of order , and I ...
Page 37
... kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences , by setting up certain preference and aversion , and making it easier or harder to act ...
... kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences , by setting up certain preference and aversion , and making it easier or harder to act ...
Page 42
... kind of interaction with these immediate internal states may be brought about . The word " interaction , " which has just been used , ex- presses the second chief principle for interpreting an ex- perience in its educational function ...
... kind of interaction with these immediate internal states may be brought about . The word " interaction , " which has just been used , ex- presses the second chief principle for interpreting an ex- perience in its educational function ...
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