A Project Curriculum: Dealing with the Project as a Means of Organizing the Curriculum of the Elementary School |
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Popular passages
Page 285 - Mary had a little lamb, Its fleece was white as snow, And everywhere that Mary went, The lamb was sure to go.
Page 285 - BAA BAA, BLACK SHEEP. BAA Baa, Black Sheep, Have you any wool ? Yes, Sir, yes, Sir, three bags full.
Page 279 - Simple Simon Simple Simon met a pieman, Going to the fair; Said Simple Simon to the pieman, "Let me taste your ware." Said the pieman to Simple Simon, "Show me first your penny;" Said Simple Simon to the pieman, "Indeed I have not any.
Page 149 - The story happens to be true; were it not. it would seem to be a fable made expressly for the purpose of typifying the ethical relationship of school to society. The school cannot be a preparation for social life excepting as it reproduces, within itself, typical conditions of social life.
Page 208 - Again, the child's life is an integral, a total one. He passes quickly and readily from one topic to another, as from one spot to another, but is not conscious of transition or break. There is no conscious isolation, hardly conscious distinction. The things that occupy him are held together by the unity of the personal and social interests which his life carries along.
Page 148 - The business of the educator — whether parent or teacher — is to see to it that the greatest possible number of ideas acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct.
Page 208 - develop" this or that fact or truth out of his own mind. He is told to think things out, or work things out for himself, without being supplied any of the environing conditions which are requisite to start and guide thought. Nothing can be developed from nothing; nothing but the crude can be developed out of the crude — and this is what surely happens when we throw the child back upon his achieved self as a finality, and invite him to spin new truths of nature or of conduct out of that.
Page 209 - Now, the value of the formulated wealth of knowledge that makes up the course of study is that it may enable the educator to determine the environment of the child, and thus by indirection to direct.
Page 208 - ... may assist in interpreting the child's needs and doings, and determine the medium in which the child should be placed in order that his growth may be properly directed. He is concerned, not with the subject-matter as such, but with the subject-matter as a related factor in a total and growing experience.