Democracy and Education: An Introduction to the Philosophy of EducationMacmillan, 1923 - 434 páginas "The following pages embody an endeavor to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as seen from this point of view, and a critical estimate of the theories of knowing and moral development which were formulated in earlier social conditions, but which still operate, in societies nominally democratic, to hamper the adequate realization of the democratic ideal. As will appear from the book itself, the philosophy stated in this book connects the growth of democracy with the development of the experimental method in the sciences, evolutionary ideas in the biological sciences, and the industrial reorganization, and is concerned to point out the changes in subject matter and method of education indicated by these developments." -- |
Outras edições - Ver tudo
Democracy and Education: An Introduction to the Philosophy of Education John Dewey Visualização integral - 1916 |
Democracy and Education: An Introduction to the Philosophy of Education John Dewey Pré-visualização limitada - 1938 |
Palavras e frases frequentes
achievements action activity adult æsthetic aims applies appreciation Aristotle attitude become capacities cerned conception concerned connection conscious consequences continuity course culture depends direct disposition dualism educa effect efficiency empiricism ence environment existing experience external fact factors formal Greek growth habits Hegel Hence human ideal ideas imagination immature individual intel intellectual intelligence interest intrinsic involves isolated knowing knowledge learning lowest terms material means ment mental merely method mind mind-wandering modes moral music to eating nature notion objects occupations organs philosophy philosophy of education physical Plato play possible practice present principle problem pupil purely purpose ragtime realization response rience Scholasticism scientific sense significance situation social control social environment social group society specific standards stimuli subject matter symbols teaching tendency theory things thinking thought tion tradition uncon utilitarian vidual
Passagens conhecidas
Página 114 - He begins the work with a restatement of his basal principle that "everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Página 36 - Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
Página 5 - Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication. There is more than a verbal tiej between the words common, community, and communication. Men live in a community in virtue of the things which they have in common; and communication is the way in which they come to possess things in common.
Página 168 - ... first that the pupil have a genuine situation of experience — that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by...
Página 3 - Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.
Página 257 - It is as true of arithmetic as it is of poetry that in some place and at some time it ought to be a good to be appreciated on its own account — just as an enjoyable experience, in short.
Página 17 - Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.
Página 28 - From a social standpoint, dependence denotes a power rather than a weakness ; it involves interdependence. There is always a danger that increased personal independence will decrease the social capacity of an individual.
Página 351 - If we are willing to conceive education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow men, philosophy may even be defined as the general theory of education. Unless a philosophy is to remain symbolic — or verbal — or a sentimental indulgence for a few, or else mere arbitrary dogma, its auditing of past experience and its program of values must take effect in conduct.
Página 385 - A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits — marks of a person who is a worthy member of that society which it is the business of education to further.
Referências a este livro
The Struggle for the American Curriculum, 1893-1958 Herbert M. Kliebard Pré-visualização limitada - 2004 |
The Curriculum Experiment: Meeting the Challenge of Social Change John Elliott (Dip. Phil. Ed.) Visualização de excertos - 1998 |