"In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap."
Contents
Chapter I. Education as a Necessity of Life
Chapter II. Education as a Social Function
Chapter III. Education as Direction
Chapter IV. Education as Growth
Chapter V. Preparation, Unfolding, and Formal Discipline
Chapter VI. Education as Conservative and Progressive
Chapter VII. The Democratic Conception in Education
Chapter VIII. Aims in Education
Chapter IX. Natural Development and Social Efficiency as Aims
Chapter X. Interest and Discipline
Chapter XI. Experience and Thinking
Chapter XII. Thinking in Education
Chapter XIII. The Nature of Method
Chapter XIV. The Nature of Subject Matter
Chapter XV. Play and Work in the Curriculum
Chapter XVI. The Significance of Geography and History
Chapter XVII. Science in the Course of Study
Chapter XVIII. Educational Values
Chapter XIX. Labor and Leisure
Chapter XX. Intellectual and Practical Studies
Chapter XXI. Physical and Social Studies: Naturalism and Humanism
Chapter XXII. The Individual and the World
Chapter XXIII. Vocational Aspects of Education
Chapter XXIV. Philosophy of Education
Chapter XXV. Theories of Knowledge
Chapter XXVI. Theories of Morals
"1116967670"
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap."
Contents
Chapter I. Education as a Necessity of Life
Chapter II. Education as a Social Function
Chapter III. Education as Direction
Chapter IV. Education as Growth
Chapter V. Preparation, Unfolding, and Formal Discipline
Chapter VI. Education as Conservative and Progressive
Chapter VII. The Democratic Conception in Education
Chapter VIII. Aims in Education
Chapter IX. Natural Development and Social Efficiency as Aims
Chapter X. Interest and Discipline
Chapter XI. Experience and Thinking
Chapter XII. Thinking in Education
Chapter XIII. The Nature of Method
Chapter XIV. The Nature of Subject Matter
Chapter XV. Play and Work in the Curriculum
Chapter XVI. The Significance of Geography and History
Chapter XVII. Science in the Course of Study
Chapter XVIII. Educational Values
Chapter XIX. Labor and Leisure
Chapter XX. Intellectual and Practical Studies
Chapter XXI. Physical and Social Studies: Naturalism and Humanism
Chapter XXII. The Individual and the World
Chapter XXIII. Vocational Aspects of Education
Chapter XXIV. Philosophy of Education
Chapter XXV. Theories of Knowledge
Chapter XXVI. Theories of Morals
Democracy and Education: An Introduction to the Philosophy of Education
"In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap."
Contents
Chapter I. Education as a Necessity of Life
Chapter II. Education as a Social Function
Chapter III. Education as Direction
Chapter IV. Education as Growth
Chapter V. Preparation, Unfolding, and Formal Discipline
Chapter VI. Education as Conservative and Progressive
Chapter VII. The Democratic Conception in Education
Chapter VIII. Aims in Education
Chapter IX. Natural Development and Social Efficiency as Aims
Chapter X. Interest and Discipline
Chapter XI. Experience and Thinking
Chapter XII. Thinking in Education
Chapter XIII. The Nature of Method
Chapter XIV. The Nature of Subject Matter
Chapter XV. Play and Work in the Curriculum
Chapter XVI. The Significance of Geography and History
Chapter XVII. Science in the Course of Study
Chapter XVIII. Educational Values
Chapter XIX. Labor and Leisure
Chapter XX. Intellectual and Practical Studies
Chapter XXI. Physical and Social Studies: Naturalism and Humanism
Chapter XXII. The Individual and the World
Chapter XXIII. Vocational Aspects of Education
Chapter XXIV. Philosophy of Education
Chapter XXV. Theories of Knowledge
Chapter XXVI. Theories of Morals
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap."
Contents
Chapter I. Education as a Necessity of Life
Chapter II. Education as a Social Function
Chapter III. Education as Direction
Chapter IV. Education as Growth
Chapter V. Preparation, Unfolding, and Formal Discipline
Chapter VI. Education as Conservative and Progressive
Chapter VII. The Democratic Conception in Education
Chapter VIII. Aims in Education
Chapter IX. Natural Development and Social Efficiency as Aims
Chapter X. Interest and Discipline
Chapter XI. Experience and Thinking
Chapter XII. Thinking in Education
Chapter XIII. The Nature of Method
Chapter XIV. The Nature of Subject Matter
Chapter XV. Play and Work in the Curriculum
Chapter XVI. The Significance of Geography and History
Chapter XVII. Science in the Course of Study
Chapter XVIII. Educational Values
Chapter XIX. Labor and Leisure
Chapter XX. Intellectual and Practical Studies
Chapter XXI. Physical and Social Studies: Naturalism and Humanism
Chapter XXII. The Individual and the World
Chapter XXIII. Vocational Aspects of Education
Chapter XXIV. Philosophy of Education
Chapter XXV. Theories of Knowledge
Chapter XXVI. Theories of Morals
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Democracy and Education: An Introduction to the Philosophy of Education
Democracy and Education: An Introduction to the Philosophy of Education
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Product Details
| BN ID: | 2940185814031 |
|---|---|
| Publisher: | Barnes & Noble Press |
| Publication date: | 01/04/2023 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 708 KB |
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