Experience And EducationExperience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. |
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Page 55
... teacher so often played an undue role and a season why the order which existed was so much a matter of sheer obedience to the will of an adult was because the situation almost forced it upon the teacher . The school was not a group or ...
... teacher so often played an undue role and a season why the order which existed was so much a matter of sheer obedience to the will of an adult was because the situation almost forced it upon the teacher . The school was not a group or ...
Page 57
... teacher done in such a rigid and intel- lectually inflexible fashion that it does result in adult imposition , which ... teacher and the teacher's greater knowledge of the world , of subject - matters and of indi- viduals , is for unless ...
... teacher done in such a rigid and intel- lectually inflexible fashion that it does result in adult imposition , which ... teacher and the teacher's greater knowledge of the world , of subject - matters and of indi- viduals , is for unless ...
Page 71
... teacher's business is to see that the occasion is taken advantage of . Since freedom resides in the opera- tions of intelligent observation and judgment by which a purpose is developed , guidance given by the teacher to the exercise of ...
... teacher's business is to see that the occasion is taken advantage of . Since freedom resides in the opera- tions of intelligent observation and judgment by which a purpose is developed , guidance given by the teacher to the exercise of ...
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 Ameri ancient Greece attitudes based upon experience capacities cation child conduct consequences 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 materials matter ment nature 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 Theory of Experience things tion traditional education traditional school truancy vidual young