Experience and Education1977 |
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Page 5
... reason that it is so difficult to develop a philosophy of education , the moment tradition and cus- tom are departed from . It is for this reason that the con- duct of schools , based upon a new order of conceptions , is so much more ...
... reason that it is so difficult to develop a philosophy of education , the moment tradition and cus- tom are departed from . It is for this reason that the con- duct of schools , based upon a new order of conceptions , is so much more ...
Page 34
... reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief that democratic social arrangements ...
... reason why we should prefer it . It is not my purpose here to go in detail into the reason . But I would ask a single question : Can we find any reason that does not ultimately come down to the belief that democratic social arrangements ...
Page 86
... reason why ideas are more jealously guarded and tested in science than anywhere else . The moment they are taken to be first truths in themselves there ceases to be any reason for scrupulous examination of them . As fixed truths they ...
... reason why ideas are more jealously guarded and tested in science than anywhere else . The moment they are taken to be first truths in themselves there ceases to be any reason for scrupulous examination of them . As fixed truths they ...
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