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acquired action activities acts afford attach become called character child concerned conduct consciousness constitutes course of study definite direct discipline discussion effect efficiency emphasis ends ethical existing expert external fact failure forces formal forms functions fundamental future genuine geography give Grades habits ideals ideas imagination importance impulses individual industry influence instincts institution instruction intellectual interest interpreted isolated judged judgment knowledge lack larger learning material mathematical matter means methods modes moral education moral principles MORAL TRAINING motive nature necessary opinion opportunity particular past physical political positive practical present profession psychological question realize reason recognize reference relations represents respect responsibility rules scene sense side simply situation social society sort spirit stand standards taken teacher Teaching tion tives treated ultimate vital
Seite 3 - The moral responsibility of the school, and of those who conduct it, is to society. The school is fundamentally an institution erected by society to do a certain specific work — to exercise a certain specific function in maintaining the life and advancing the welfare of society.
Seite x - 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.
Seite 3 - IT is quite clear that there cannot be two sets of ethical principles, or two forms of ethical theory, one for life in the school, and the other for life outside of the school.
Seite 18 - One reason why reading aloud in school is poor is that the real motive for the use of language - the desire to communicate and to learn - is not utilized. The child knows perfectly well that the teacher and all his fellow pupils have exactly the same facts and ideas before them that he has; he is not giving them anything at all.
Seite 4 - The social work of the school is often limited to training for citizenship, and citizenship is then interpreted in a narrow sense as meaning capacity to vote intelligently, a disposition to obey laws, etc.
Seite 13 - Interest in the community welfare, an interest which is intellectual and practical, as well as emotional — an interest, that is to say, in perceiving whatever makes for social order and progress, and for carrying these principles into execution — is the ultimate ethical habit to which all the special school habits must be related if they are to be animated by the breath of moral life.
Seite 18 - ... is that the real motive for the use of language — the desire to communicate and to learn — is not utilized. The child knows perfectly well that the teacher and all his fellow pupils have exactly the same facts and ideas before them that he has ; he is not giving them anything at all new. But it may be questioned whether the moral lack is not as great as the intellectual.
Seite 35 - ... a social tool. The prevailing divorce between information and character, between knowledge and social action, stalks upon the scene here. The moment mathematical study is severed from the place which it occupies with reference to use in social life, it becomes unduly abstract, even from the purely intellectual side.
Seite 38 - In so far as the school represents, in its own spirit, a genuine community life; in so far as what are called school discipline, government, order, etc., are the expressions of this inherent social spirit; in so far as the methods used are those...