The Child and His School: An Interpretation of Elementary Education as a Social Process |
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The Child and His School; An Interpretation of Elementary Education as a ... Gertrude Hartman No preview available - 2015 |
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activities Albion Small American Book Ancient Egypt animals Appleton become Bureau of Education Chap Chicago Press child Community and National conscious coöperation Copyright 1900 Cousin curriculum Dutton E. M.-The World's Story economic Educa environment experience expression facts forces function fundamental Geography Ginn give Heath Herbart History Houghton human ideas Illustrated industry intelligence interest Inventions John Dewey JOHN.-The Junior Citizens knowledge language learning Lessons in Community Macmillan material matter means ment mental method millan mind modern modes moral National Education Association natural needs occupations organism play Play School point of view possible present primitive principles problems production progress psychology pupils Putnam quotations cited Rand McNally READING DEWEY relation relationships result School and Society scientific Scientific Method Scrib Scribner significance situation social spelling stimulus Stokes TAPPAN teacher technique things thinking thought tion Training Magazine University of Chicago
Popular passages
Page 162 - 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.
Page 136 - We live in a world where all sides are bound together. All studies grow out of relations in the one great common world. When the child lives in varied but concrete and active relationship to this common world, his studies are naturally unified. It will no longer be a problem to correlate studies. The teacher will not have to resort to all sorts of devices to weave a little arithmetic into the history lesson, and the like. Relate the school to life, and all studies are of necessity correlated.
Page 117 - An occupation is a continuous activity having a purpose. Education through occupations consequently combines within itself more of the factors conducive to learning than any other method.
Page 65 - One of the only two articles that remain in my creed of life is that the future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind...
Page 164 - The business of the educator — whether parent or teacher — is to see to it that the greatest possible number of ideas acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct.
Page 33 - The existence of man depends upon his ability to sustain himself; the economic life is therefore the fundamental condition of all life. Since human life, however, is the life of man in society, individual existence moves within the framework of the social structure and is modified by it. What the conditions of maintenance are to the individual, the similar relations of production and consumption are to the community.
Page 172 - Whatever history may be for the scientific historian, for the educator it must be an indirect sociology — a study of society which lays bare its process of becoming and its modes of organization.
Page 185 - ... possible, desks almost all of the same size, with just space enough to hold books, pencils, and paper, and add a table, some chairs, the bare walls, and possibly a few pictures, we can reconstruct the only educational activity that can possibly go on in such a place. It is all made "for listening...
Page 185 - ... and of which the child is to take in as much as possible in the least possible time. There is very little place in the traditional schoolroom for the child to work. The workshop, the laboratory, the materials, the tools with which the child may construct, create, and actively inquire, and even the requisite space, have been for the most part lacking. The things that have to do with these processes have not even a definitely recognized place in education. They are what the educational authorities...
Page 4 - But all this means a necessary change in the attitude of the school, one- of which we are as yet far from realizing the full force. Our school methods, and to a very considerable extent our curriculum, are inherited from the period when learning and command of certain symbols, affording as they did the only access to learning, were all-important. The ideals of this period are still largely in control, even where the outward methods and studies have been changed.