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Democracy and Education & Experience and Education. Джон ДьюиЧитать онлайн книгу.

Democracy and Education & Experience and Education - Джон Дьюи


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that instead of extolling its principles, I have confined myself to showing certain conditions which must be fulfilled if it is to have the successful career which by right belongs to it.

      I have used frequently in what precedes the words "progressive" and "new" education. I do not wish to close, however, without recording my firm belief that the fundamental issue is not of new versus old education nor of progressive against traditional education but a question of what anything whatever must be to be worthy of the name education. I am not, I hope and believe, in favor of any ends or any methods simply because the name progressive may be applied to them. The basic question concerns the nature of education with no qualifying adjectives prefixed. What we want and need is education pure and simple, and we shall make surer and faster progress when we devote ourselves to finding out just what education is and what conditions have to be satisfied in order that education may be a reality and not a name or a slogan. It is for this reason alone that I have emphasized the need for a sound philosophy of experience.

       END

      Democracy and Education:

       An Introduction to the Philosophy of Education

       Table of Contents

       Chapter One: Education as a Necessity of Life

       Summary. It is the very nature of life to strive to continue in being

       Chapter Two: Education as a Social Function

       Summary. The development within the young of the attitudes and

       Chapter Three: Education as Direction

       Summary. The natural or native impulses of the young do not agree with

       Chapter Four: Education as Growth

       Summary. Power to grow depends upon need for others and plasticity

       Chapter Five: Preparation, Unfolding, and Formal Discipline

       Summary. The conception that the result of the educative process is

       Chapter Six: Education as Conservative and Progressive

       Summary. Education may be conceived either retrospectively or

       Chapter Seven: The Democratic Conception in Education

       Summary. Since education is a social process, and there are many kinds

       Chapter Eight: Aims in Education

       Summary. An aim denotes the result of any natural process brought to

       Chapter Nine: Natural Development and Social Efficiency as Aims

       Summary. General or comprehensive aims are points of view for surveying

       Chapter Ten: Interest and Discipline

       Summary. Interest and discipline are correlative aspects of activity

       Chapter Eleven: Experience and Thinking

       Summary. In determining the place of thinking in experience we first

       Chapter Twelve: Thinking in Education

       Summary. Processes of instruction are unified in the degree in which

       Chapter Thirteen: The Nature of Method

       Summary. Method is a statement of the way the subject matter of an

       Chapter Fourteen: The Nature of Subject Matter

       Summary. The subject matter of education consists primarily of the

       Chapter Fifteen: Play and Work in the Curriculum

       Summary. In the previous chapter we found that the primary subject

       Chapter Sixteen: The Significance of Geography and History

       Summary. It is the nature of an experience to have implications which

       Chapter Seventeen: Science in the Course of Study

       Summary. Science represents the fruition of the cognitive factors in

       Chapter Eighteen: Educational Values

       Summary. Fundamentally, the elements involved in a discussion of value

       Chapter Nineteen: Labor and Leisure

       Summary. Of the segregations of educational values discussed in the

       Chapter Twenty: Intellectual and Practical Studies

       Summary. The Greeks were induced to philosophize by the increasing

       Chapter


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