Experience and Education1977 |
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Page 19
... learning and of behaving are foreign to the existing capacities of the young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use ...
... learning and of behaving are foreign to the existing capacities of the young . They are beyond the reach of the experience the young learners already possess . Consequently , they must be imposed ; even though good teachers will use ...
Page 48
... learning of this kind , no matter how thor- oughly engrained at the time , should give genuine prep- aration . Nor does failure in preparation end at this point . Per- haps the greatest of all pedagogical fallacies is the notion that a ...
... learning of this kind , no matter how thor- oughly engrained at the time , should give genuine prep- aration . Nor does failure in preparation end at this point . Per- haps the greatest of all pedagogical fallacies is the notion that a ...
Page 73
... learning ; or , speaking more generally , with the stuff of the course of study . Nothing , however , has been said explicitly so far about subject - matter as such . That topic will now be discussed . One consideration stands out ...
... learning ; or , speaking more generally , with the stuff of the course of study . Nothing , however , has been said explicitly so far about subject - matter as such . That topic will now be discussed . One consideration stands out ...
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