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action activity adult applied Aristotle arrested development attitude become capacities cern conception concerned connection conscious consequences course culture depends direct disposition dualism educa effect empiricism engaged environment existing experience external fact factors formation Greek growth habits Hegel Hence human ideal ideas immature individual instruction intel intellectual intelligence interest intrinsic involves isolated knowing knowledge learning material means ment mental merely method mind modes moral nature neutral country notion objects occupations organs Paul Monroe philosophy philosophy of education physical Plato play possible practice present principle problem pupil purely purpose realization response rience Scholasticism scientific sense significance situation social control social efficiency social environment social group society specific stimuli subject matter teacher tendency theory things thinking thought tion tradition uncon utilitarian vidual vocational vocational education
Page 5 - Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication.
Page 60 - ... shall do. It is chosen and foreordained, and he only holds the key to his own secret. By your tampering and thwarting and too much governing he may be hindered from his end and kept out of his own. Respect the child. Wait and see the new product of Nature. Nature loves analogies, but not repetitions. Respect the child. Be not too much his parent. Trespass not on his solitude.
Page 58 - Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
Page 99 - A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.
Page 22 - In the third place, it is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.
Page 190 - ... genuine situation of experience — that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their...
Page 358 - To find out what one is fitted to do and to secure an opportunity to do it is the key to happiness. Nothing is more tragic than failure to discover one's true business in life, or to find that one has drifted or been forced by circumstances into an uncongenial calling.
Page 99 - The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.
Page 414 - In the first place, the school must itself be a community life in all which that implies. Social perceptions and interests can be developed only in a genuinely social medium — one where there is give and take in the building up of a common ^^, — experience.
Page 86 - A knowledge of the past and its heritage is of great significance, when it enters into the present — but not otherwise. And the mistake of making the records and remains of the past the main material of education is that it cuts the vital connection of present and past, and tends to make the past a rival of the present and the present a more or less futile imitation of the past.