Experience and Education1977 |
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Page 7
... later , shows how Dewey reformulated his ideas as a result of the inter- vening experience of the progressive schools and in the light of the criticisms his theories had received . Conse- quently , it represents the best concise ...
... later , shows how Dewey reformulated his ideas as a result of the inter- vening experience of the progressive schools and in the light of the criticisms his theories had received . Conse- quently , it represents the best concise ...
Page 33
... later in discussion of a number of concrete and , to most persons , more inter- esting issues . I have already mentioned what I called the category of continuity , or the experiential continuum . This principle is involved , as I ...
... later in discussion of a number of concrete and , to most persons , more inter- esting issues . I have already mentioned what I called the category of continuity , or the experiential continuum . This principle is involved , as I ...
Page 47
... later ( perhaps in college or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " prepara- tion " is a treacherous idea . In a certain sense every experi- ence should ...
... later ( perhaps in college or perhaps in adult life ) pupils are as a matter of course made ready for the needs and circumstances of the future . Now " prepara- tion " is a treacherous idea . In a certain sense every experi- ence should ...
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