Caritas et veritas 2018, 8(2):118-128 | DOI: 10.32725/cetv.2018.040
The Development and Understanding of the Concept of 'Experience' in John Dewey's Theory of Experiential Learning
- Jihočeská univerzita v Českých budějovicích, Teologická fakulta, Katedra pedagogiky, Kněžská 8, 370 01 České Budějovice
The aim of the article is to show the meaning and use of the concept of 'experience' in different areas in the context of John Dewey's Theory of Experiential Learning. In the introduction, the American philosopher and educator John Dewey and the circumstances leading to pragmatic pedagogy are introduced. In each chapter the author describes the development and understanding of the concept of 'experience' in connection with the specific Dewey publications related to his theory of experiential learning. The first chapter is about the book Democracy and Education, the second chapter deals with the book Experience and Nature, the third chapter handles the book Art as Experience, and the final one presents the book Experience and Education. In conclusion, the author summarises his findings.
Keywords: John Dewey, experience, experiential learning, learning by doing, pragmatic pedagogy
Published: September 30, 2018 Show citation
References
- Miroslav CIPRO, Galerie světových pedagogů. Dvacáté století, Praha: M. Cipro, 2002.
- John DEWEY, Experience and Education, New York: Kappa Delta Pi, 1938.
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- John DEWEY, Democracy and Education. An Introduction to The Philosophy of Education, New York: The Macmillan Company, 1916.
- John DEWEY, Experience and Nature, Chicago: Open Court Publishing Company, 1929.
Go to original source... - John DEWEY, Art as Experience, New York: Penguin group, 1934.
- Richard MACKŮ, Metody a principy výchovy zážitkem, in: Volný čas a jeho význam ve výchově, ed. Michal KAPLÁNEK, Praha: Portál, 2017.
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- Emil VIŠŇOVSKÝ, Štúdie o pragmatizme & neopragmatizme, Bratislava: Slovenská akademie věd, 2009.
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