Experience and Education1977 |
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Page 34
... social arrangements promote a better quality of human experience , one which is more widely accessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for individual ...
... social arrangements promote a better quality of human experience , one which is more widely accessible and enjoyed , than do non - democratic and anti - democratic forms of social life ? Does not the principle of regard for individual ...
Page 56
... social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
... social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility . Most children are naturally " sociable . " Isolation ...
Page 59
... social group , the teacher necessarily acted largely from the outside , not as a director of processes of exchange in which all had a share . When education is based upon experience and educative experience is seen to be a social ...
... social group , the teacher necessarily acted largely from the outside , not as a director of processes of exchange in which all had a share . When education is based upon experience and educative experience is seen to be a social ...
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