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Experience and Education PDF – EBook

SKU: 0684838281

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  • Authors: John Dewey (Author)
  • File Size: 10 MB
  • Format: PDF
  • Paperback: 99 pages
  • Publisher: Free Press; Reprint edition (July 1, 1997)
  • Language: English
  • ISBN-10: 0684838281
  • ISBN-13: 978-0684838281

Download Experience and Education PDF – EBook

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Description

  • Authors: John Dewey (Author)
  • File Size: 10 MB
  • Format: PDF
  • Paperback: 99 pages
  • Publisher: Free Press; Reprint edition (July 1, 1997)
  • Language: English
  • ISBN-10: 0684838281
  • ISBN-13: 978-0684838281

Download Experience and Education PDF – EBook

Contents
Traditional vs. Progressive Education
The Need of a Theory of Experience
Criteria of Experience
Social Control
The Nature of Freedom
The Meaning of Purpose
Progressive Organization of Subject-Matter
Experience-The Means and Goal of Education

Experience and Education

Chapter 1
Traditional vs. Progressive Education
likes to think in terms of extreme opposites.
It is given to formulating its beliefs in terms of Either-Ors,
between which it recognizes no intermediate possibilities.
When forced to recognize that the extremes cannot be
acted upon, it is still inclined to hold that they are all
right in theory but that when it comes to practical matters
circumstances compel us to compromise. Educational
philosophy is no exception. The history of educational
theory is marked by opposition between the idea that
education is development from within and that it is formation from without; that it is based upon natural endowments and that education is a process of overcoming
natural inclination and substituting in its place habits
acquired under external pressure.
At present, the opposition, so far as practical affairs
of the school are concerned, tends to take the form of
contrast between traditional and progressive education. If
the underlying ideas of the former are formulated broadly,
without the qualifications required for accurate statement, they are found to be about as follows: The subjectmatter of education consists of bodies of information and
of skills that have been worked out in the past; therefore,
the chief business of the school is to transmit them to the
new generation. In the past, there have also been developed standards and rules of conduct; moral training consists in fonning habits of action in conformity with these
rules and standards. Finally, the general pattern of school

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