 Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience; cease thinking of the child's experience as also something hard and fast; see it as something fluent, embryonic, vital; and we realize that...  The Supervision of Instruction: A General Volume - Page 203by Arvil Sylvester Barr, William Henry Burton - 1926 - 626 pagesFull view - About this book
 | Ella Flagg Young - 1901 - 442 pages
...between the child's present experience and their richer maturity. Abandon the notion of subject-matter as something fixed and ready-made in itself, outside...reconstruction, moving from the child's present experience out into that represented by the organized bodies of truth that we call studies. On the face of it, the... | |
 | John Dewey - 1902 - 44 pages
...between the child's present experience and their richer maturity. Abandon the notion of subject-matter as something fixed and ready-made in itself, outside...reconstruction, moving from the child's present experience out into that represented by the organized bodies of truth that we call studies. On the face of it, the... | |
 | John Dewey - 1902 - 46 pages
...which define a single process. Just as two points define a straight line, so the present stand-, point of the child and the facts and truths of studies define instruction. It is continuous s reconstruction, moving from the child's present experience out into that represented by the organized... | |
 | Susan Elizabeth Blow - 1908 - 430 pages
...following extracts from the Child and the Curriculum will perhaps sufficiently indicate his point of view : Abandon the notion of subject matter as something...reconstruction, moving from the child's present experience out into that represented by the organized bodies of truth that we call studies. On the face of it, the... | |
 | Thakorlal Ranchhodlal Pandya - 1915 - 214 pages
...the interests, and the development of the child. The child and the curriculum have. to go together. "Just as two points define a straight line, so the...reconstruction, moving from the child's present experience out into that represented by the organized bodies of truth that we call studies. "* The kindergarten has... | |
 | Jesse Harliaman Coursault - 1920 - 498 pages
...life. As Professor Dewey 350 says with regard to the subject matter which constitutes the curriculum: Abandon the notion of subject matter as something...reconstruction, moving from the child's present experience out into that represented by the organized bodies of truth that we call studies. 1 The first step in solving... | |
 | Jesse Harliaman Coursault - 1920 - 524 pages
...life. As Professor Dewey 350 says with regard to the subject matter which constitutes the curriculum : Abandon the notion of subject matter as something...facts and truths of studies define instruction. It ia continuous reconstruction, moving from the child's present experience out into that represented... | |
 | William Heard Kilpatrick - 1923 - 408 pages
...between the child's present experience and their richer maturity. "Abandon the notion of subject-matter as something fixed and ready-made in itself, outside...facts and truths of studies define instruction. It is a continuous reconstruction, moving from the child's present experience out into that represented by... | |
 | Ohio State University - 1926 - 584 pages
...in original.) 12 Otto. HC Things and Ideal*, p. 28. By permission of Henry Holt & Co.. publishers. that the child and the curriculum are simply two limits...facts and truths of studies define instruction. It is a continuous reconstruction, moving from the child's present experience out into that represented by... | |
 | Morris Randolph Mitchell - 1926 - 84 pages
...of experience" and is the psychological approach to the logical. As Dr. John Dewey has expressed it: "Just as two points define a straight line, so the...reconstruction, moving from the child's present experience out into that represented by the organized 44 A Critical Evaluation of the Type Study Plan as an bodies... | |
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