Social EducationGinn, 1908 - 300 páginas |
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Página vii
... force . Justice and liberty . The demand for responsibility . The school should protect the best activities of groups . CHAPTER II . TESTS FOR THE SCHOOL . The need for social service of a voluntary character . Dictated courses of study ...
... force . Justice and liberty . The demand for responsibility . The school should protect the best activities of groups . CHAPTER II . TESTS FOR THE SCHOOL . The need for social service of a voluntary character . Dictated courses of study ...
Página 5
... force of society , as it exists in the structure of his own mind and the action upon it of the minds of others . Of this coercive action of society there is no better example than the establishment of the school . This is not an ...
... force of society , as it exists in the structure of his own mind and the action upon it of the minds of others . Of this coercive action of society there is no better example than the establishment of the school . This is not an ...
Página 7
... forces and partly changes it . Still more fundamental and necessary than the wide- spread capacity to read and write is the need of social obedience . " It is difficult , " says J. S. Mill ( 1 ) , " to make a free and warlike people ...
... forces and partly changes it . Still more fundamental and necessary than the wide- spread capacity to read and write is the need of social obedience . " It is difficult , " says J. S. Mill ( 1 ) , " to make a free and warlike people ...
Página 8
... forces of society behind him . And having done this much , he often thinks he has done all . But a cause , how- ever ... force be maintained and reënforced . But the char- acteristic effects of the action within the school itself are not ...
... forces of society behind him . And having done this much , he often thinks he has done all . But a cause , how- ever ... force be maintained and reënforced . But the char- acteristic effects of the action within the school itself are not ...
Página 15
... forces of society , passed on by the teacher without consid- eration of the actual effects which are being created in the social organism of the school itself . In real life , on the contrary , society at its best organizes itself in ...
... forces of society , passed on by the teacher without consid- eration of the actual effects which are being created in the social organism of the school itself . In real life , on the contrary , society at its best organizes itself in ...
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Palavras e frases frequentes
action activities actual adult æsthetic aims already artistic asked beautiful beef tea birds boys carry causal action child cooking cooking group coöperation course of study desire direct dramatizing effect experience expression fact feeling follow force Francis Parker School frog ga-ga George Junior Republic girls give grade Herbartian honor hypothesis ical idea imagination individual interest JOHN HARVARD Junior Republic kind labor leader lesson look manual training material means mind moral mother motive natural necessary never opportunity play point of view portunity possible practice present produce Professor Dewey pupils purpose question realize reason rience self-organized group small tragedies social environment social organization society story teacher things thought tion told uncon vidual wanted whole Willie wish words
Passagens conhecidas
Página 84 - ... 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...
Página 84 - 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 149 - 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 83 - We must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of living and learning, 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...
Página 150 - 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 81 - ... (3) the connecting of these necessary formal studies — reading, writing, and arithmetic — with subjects which appeal to the child on their own account ; (4) individual attention, which, it was hoped, would be secured by small grouping of eight or ten in a class. In working out these problems, "shopwork with iron and wood, cooking, and work with textiles (sewing and weaving) " were emphasized. A certain amount of geography, scientific work, chemistry, and art was naturally correlated with...
Página 105 - ... more practical. After the printing group had finished their first contract, they still kept together with the idea of becoming class printers when needed. In the other third-grade class a similar group was started, which soon took in more boys who wanted to join. On one occasion the teacher found that they were not doing what they had planned for that day. She asked them what was the matter, and pointed out that if they did not do what they said they would, they would have to go back to their...
Página 151 - I had been in the habit of giving them. Another suggestion was that the scholars collect pictures and show them to the class during spare minutes. One boy said he didn't have much luck finding pictures, but he would like to read things in other books and tell them to the class. A girl asked if she might draw some pictures from a book in the library, and still another boy asked me to get permission for him to...
Página 86 - 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.
Página 88 - ... 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...