The Child and the Curriculum

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University of Chicago Press, 1902 - Education - 40 pages

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So happy I found this book. And I didn't have to pay a dime for it. It was easy to read and it was very useful for my paper I'm writing on education. My main focus is Dewey's views on education and this book had everything that I needed.

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Page 13 - Not knowledge or information, but self-realization, is the goal. To possess all the world of knowledge and lose one's own self is as awful a fate in education as in religion.
Page 16 - 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 child and the curriculum are simply two limits which define a single process.
Page 40 - The case is of Child. It is his present powers which are to assert themselves; his present capacities which are to be exercised; his present attitudes which are to be realized.
Page 8 - But here comes the effort of thought. It is easier to see the conditions in their separateness, to insist upon one at the expense of the other, to make antagonists of them, than to discover a reality to which each belongs.
Page 7 - PROFOUND differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem — a problem which is genuine just because the elements, taken as they stand, are conflicting. Any significant problem involves conditions that for the moment contradict each other.
Page 12 - Subdivide each topic into studies; each study into lessons; each lesson into specific facts and formulae. Let the child proceed step by step to master each one of these separate parts, and at last he will have covered the entire ground. The road which looks so long when viewed in its entirety, is easily travelled, considered as a series of particular steps. Thus emphasis is put upon the logical subdivisions and consecutions of the subject-matter. Problems of instruction are problems of procuring...
Page 13 - The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard. To the growth of the child all studies are subservient; they are instruments valued as they serve the needs of growth. Personality, character, is more than subjectmatter. Not knowledge or information, but self-realization, is the goal.
Page 22 - ... digestion of food and transformation of it into working power. As against such a view, the subject-matter of science and history and art serves to reveal the real child to us. We do not know the meaning either of his tendencies or of his performances excepting as we take them as germinating seed, or opening bud, of some fruit to be borne. The whole world of visual nature is all too small an answer to the problem of the meaning of the child's instinct for light and form. The entire science of...
Page 30 - ... a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience; what there is in the child's present that is usable with reference to it ; how such elements are to be used; how his own knowledge of the subject matter may...
Page 14 - Subject matter is but spiritual food, possible nutritive material. It cannot digest itself ; it cannot of its own accord turn into bone and muscle and blood. The source of whatever is dead, mechanical, and formal in schools is found precisely in the subordination of the life and experience of the child to the curriculum. It is because of this that "study" has become a synonym for what is irksome, and a "lesson

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