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absolute abstract acroamatic aesthetic arises Aristotle ataraxy attention beautiful become Brahman Buddhist cation ceremonial character child church civilization conception consciousness Corporal punishment deed dependence distinction divine educa element Epicureans essential ethical existence external freedom give Greek gymnastics habit Hegel hence human idea ideal imagination individual insight institutions instruction intellect INTELLECTUAL EDUCATION knowledge labor Lamaism laws ligion limits living logical manifestation means ment method mind moral nation nature necessary necessity obedience object organism particular passive pedagogical perception Persian phases phenomenology philosophy Phoenician Plato political practical presupposes principle psychology punishment pupil quietism race re-enforce realized Realschule relation religion religious feeling result Roman Rosenkranz science of education seeks self-activity sense sense-perception social spirit stage standpoint Stoicism Stoics talent teacher teaching theocratic theoretical things thinking activity tion unity universal vidual virtue youth
Page 21 - ... in order to distinguish these. "Breaking" consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to himself. On the other hand, it is the nature of Education only to assist in the producing of that which the subject would strive most earnestly to develop for himself if he had a clear idea of himself.
Page 30 - ... when deprived of the antithesis of an earnest, set task, but he undermines his respect for real existence. On the other hand, if he does not give him space, time, and opportunity, for play, he prevents the peculiarities of his pupil from developing freely through the exercise of his creative ingenuity. Play sends the pupil back refreshed to his work, since in play he forgets himself in his own way, while in work he is required to forget himself in a manner prescribed for him by another. —Play...
Page 20 - Mind is in itself free ; but, if it does not actualize this possibility, it is in no true sense free, either for itself or for another. Education is the influencing of man by man, and it has for its end to lead him to actualize himself through his own efforts. The attainment of perfect manhood as the actualization of the freedom essential to mind constitutes the nature of education in general.
Page 42 - The youth is generally whipped, and this kind of punishment, provided always that it is not too often administered or with undue severity, is the proper way of dealing with wilful defiance, with obstinate carelessness, or with a really perverted will, so long or so often as the higher perception is closed against appeal.
Page 29 - This activity of the mind in allowing itself to be absorbed, and consciously so, in an object with the purpose of making it his own, or of producing it, is Work. But when the mind gives itself up to its objects as chance may present them or through arbitrariness, careless as to whether they have any result, such activity is Play. Work is laid out for the pupil by his teacher by authority, but in his play he is left to himself.
Page 41 - ... it has to deal with adults, whom it elevates to the honorable position of responsibility for their own acts. The state must not go back to the psychological ethical genesis of a negative deed. It must assign to a secondary rank of importance the biographical moment which contains the deed in process and the circumstances of a mitigating character, -and it must consider first of all the deed in itself. It is quite otherwise with the educator ; for he deals with human beings who are relatively...
Page 31 - ... foreign to its own nature. This identity of consciousness, and the special character of anything done or endured by it, we call Habit [habitual conduct or behavior]. It conditions formally all progress ; for that which is not yet become habit, but which we perform with design and an exercise of our will, is not yet a part of ourselves.
Page 21 - Man, therefore, is the only fit subject for education. We often speak, it is true, of the education of plants and animals ; but, even when we do, we apply other expressions, as 'raising,' 'breaking,' 'breeding,' and 'training,' in order to distinguish it from the education of man. ' Training ' consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to...
Page 40 - Punishment as an educational means is nevertheless essentially corrective, since, by leading the youth to a proper estimation of his fault and a positive change in his behavior, it seeks to improve him. At the same time it stands as a sad indication of the insufficiency of the means previously used. On no account should the youth be frightened from the commission of a misdemeanor, or from the repetition of his negative deed through fear of punishment — a system...
Page 34 - As relates to form, habit may be either passive or active. The passive is that which teaches us to bear the vicissitudes of nature as well as of history with such composure that we shall hold our ground against them, being always equal to ourselves, and that we shall not allow our power of acting to be paralyzed through any mutations of fortune. Passive habit is not to be confounded with obtuseness in receiving impressions, a blank abstraction from the affair in hand which at bottom is...