Teaching to ThinkMacmillan, 1922 - 289 páginas |
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Palavras e frases frequentes
ability answer attempt attitude become behavior cation cause color blindness common compared critical difficulties discover efficiency eral Erie Canal errors evaluate example experience facts feel geography give given grade group judgments hectograph heredity high school ideas imaginative thinking important individual judgments interest inventions judge lack large number lems lesson long problems material means measure mechanical puzzles memory ment method mind nature needs number of words one's perplexities person points practice Psychology pupils puzzles ques recall recitation regard reliable rience rule school subjects score card situation skill slavery solving specific speed spiritual possessions statement stimulate success suggestions Suppose teacher teaching things THOUGHT EXERCISES thought questions tically tion to-day topic traditions types of thinking unim various vidual vocabulary vocation
Passagens conhecidas
Página 197 - This commission, therefore, regards the following as the main objectives of education: 1. Health. 2. Command of fundamental processes. 3. Worthy home membership. 4. Vocation. 5. Citizenship. 6. Worthy use of leisure. 7. Ethical character.
Página 81 - There is no more miserable human being than one in whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work, are subjects of express volitional deliberation.
Página 197 - Consequently, education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends .... This commission, therefore, regards the following as the main objectives of education: 1.
Página 192 - ... what he can do well, or because one gives zeal and effort to what he likes, or because interest and ability are both symptoms of some fundamental feature of the individual's original nature, or because of the combined action of all three of these factors, interest and ability are bound very closely together. The bond is so close that either may be used as a symptom for the other almost as well as for itself. The importance of these facts for the whole field of practice with respect to early diagnosis,...
Página 83 - I answer, it must mean a gradual adjustment to the spiritual possessions of the , race. Those possessions may be variously classified, but they certainly are at least fivefold. The child is entitled to his scientific inheritance, to his literary inheritance, to his aesthetic inheritance, to his institutional inheritance, and to his religious inheritance.
Página 165 - Get them to organize their material so as to aid in the process of thinking by encouraging them 1. To " take stock " from time to time, 2. To use methods of tabulation and graphic expression, and 3. To express concisely the tentative conclusions reached from time to time during the inquiry.
Página 82 - If education cannot be identified with mere instruction, what is it? What does the term mean? I answer, it must mean a gradual adjustment to the spiritual possessions of the race, with a view to realizing one's own potentialities and to assisting in carrying forward that complex of ideas, acts, and institutions which we call civilization.
Página 70 - The boy replied in the presence of the class, " Oh, yes, punish me ; you're always down on me." This touched the teacher, and, being human enough to flare up, he said impulsively : " I'll leave it to the rest if you don't deserve it. More than that, I'll leave the class entirely to itself in deciding.
Página 222 - Our statistics show that in a large majority of cases the vocabulary test alone will give us an intelligence quotient within 10 per cent of that secured by the entire scale.
Página 268 - Discipline (governing skill) 31. Definiteness and clearness of aim 32. Skill in habit formation 33. Skill in stimulating thought 34. Skill in teaching how to study 35. Skill in questioning 36.