Social EducationGinn, 1908 - 300 páginas |
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Palavras e frases frequentes
action actually adult aims already asked beef tea birds boys carry Cecil Reddie child cooking cooking group coöperation course of study desire direct Dryad effect Executive government experience expression fact feeling follow force frog ga-ga George Junior Republic girls give grade Herbartian honor Hydrophobia hypothesis ical idea imagination individual interest Jeremiah Jenks JOHN HARVARD Junior Republic kind kindergarten labor leader leadership lesson means mind monarchy moral mother natural necessary never obtained play point of view portunity possible practice present printed produce Professor Dewey pupils question realize reason result self-organized group sense social environment social organization social service society spirit story suggested teacher things thought tion told vidual wanted Willie wished words
Passagens conhecidas
Página 82 - We must conceive of them in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life, and as ways in which these needs have been met by the growing insight and ingenuity of man ; in short, as instrumentalities through which the school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons.
Página 82 - Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting.
Página 82 - A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling. The radical reason that the present school cannot organize itself as a natural social unit is because just this element of common and productive activity is absent.
Página 81 - We must conceive of work in wood and metal, of weaving, sewing and cooking, as methods of life, not as distinct studies. We must conceive of them, in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life and as ways in which these needs have been met by the growing insight and ingenuity of man ; in short, as instrumentalities through which the school itself shall be made...
Página 147 - Old Pipes started to go home. But when he had crossed the bridge over the brook and gone a short distance up the hillside, he became very tired and sat down upon a stone. He had not been sitting there half a minute when along came two boys and a girl. "Children...
Página 148 - I don't believe there's anything the matter with the cattle. It must be with me and my pipes that there is something the matter. But one thing is certain: if I do not earn the wages the Chief Villager pays me, I shall not take them. I shall go straight down to the village and give back the money I received today.
Página 79 - As the school grew it became necessary to abandon this method, and to group the children with reference to their common capacities. These groupings, however, are based not on ability to read and write, but upon similarity of mental attitude and interest, and upon general intellectual capacity and mental alertness. There are ways in which we are still trying to carry out the idea of mixing up the children, that we may not build the rigid stepladder system of the "graded
Página 94 - I'll turn my face to the wall, and they can vote without my seeing them, and I'll never ask a boy how he has voted." The vote was reported to the teacher as unanimously in favor of the boy's being punished. At this point the boy broke down completely, and through his tears said, " Well, it must be right, since everybody says so.
Página 86 - ... to get a basis of comparison they first summarized the constituent food elements in the vegetables and made a preliminary comparison with those found in meat. Thus they found that the woody fiber or cellulose in vegetables corresponded to the connective tissue in meat, giving the element of form and structure. They found that starch and starchy products were characteristic of the vegetables, that mineral salts were found in both alike, and that there was fat in both— a small quantity in vegetable...
Página 85 - Take the example of the little child who wants to make a box. If he stops short with the imagination or wish, he certainly will not get discipline. But when he attempts to realize his impulse, it is a question of making his idea definite, making it into a plan, of taking the right kind of wood, measuring the parts needed, giving them the necessary proportions, etc. There is involved the preparation of materials, the sawing, planing, the sand-papering, making all the edges and corners to fit.