| 1890 - 550 strani
...anJ activities of the individual, the educative process will therefore be haphazard and ar bitrary. If It chances to coincide with the child's activity,...or disintegration, or arrest, of the child nature." First, it is a cosmos. Every child, almost as soon as he is born, begins to reach out into his world,... | |
| John Dewey - 1897 - 52 strani
...structure and activities of the Individual; rthe edneative process will, therefore, be haphazartf ancT arbitrary. If it chances to coincide with the child's activity it will gieT^aTreyerage ^ f iOi dc>es npt, it will result in friction, or disintegration, or arrest of I believe... | |
| William Walter Smith - 1909 - 540 strani
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...or disintegration, or arrest of the child nature. Knowledge of social conditions, of the present state of civilization, is necessary in order properly... | |
| University of Michigan. School of Education - 1951 - 368 strani
...from without. It may, indeed, give certain external results, but cannot truly be called educative. ... If it chances to coincide with the child's activity...leverage; if it does not, it will result in friction, or disintegraton, or arrest of the child-nature. 1 The "activity movement" in modern education has developed... | |
| Anders Breidlid - 1996 - 432 strani
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child's nature. I believe that knowledge of social conditions, of the present state of civilization,... | |
| John Mason, Sue Johnston-Wilder - 2004 - 360 strani
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child's nature. [...] I believe that the psychological and social sides are organically related and... | |
| University of Michigan. School of Education - 1953 - 518 strani
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child-nature.2 The chief apprehensions of the advocates of control seem to center about what they consider... | |
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