The School and Society: Being Three LecturesUniversity of Chicago Press, 1900 - 129 Seiten |
Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
activities aims arithmetic attitude becomes calcium carbon dioxide cation Century chart chil child connection cooking coöperation cotton culture curriculum deal discipline ditions earth everyday experience expression facts fibers forms geography give grammar growth household ideas illustration imagination impulse industry instinct intellectual interest introduce involved iron age isolated JOHN DEWEY laboratory language larger learning lessons living materials means mediæval medium ment mental method middle ages mind motive museum natural natural environment necessity needs occupations organization physical Plato practical present primary school primitive problem processes pupils question relation represent school discipline school system scientific scientific methods sewing side simply social society speaking spinning spirit subject-matter symbols teach teacher technical things tical tion tuition unity University Elementary School UNIVERSITY OF CHICAGO UNIVERSITY OF MICHIGAN utility various WASTE IN EDUCATION weaving whole wool
Beliebte Passagen
Seite 20 - What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.
Seite 28 - A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common '"aims.
Seite 26 - But it is useless to bemoan the departure of the good old days of children's modesty, reverence, and implicit obedience, if we expect merely by bemoaning and by exhortation to bring them back.
Seite 45 - When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.
Seite 44 - But why should I make this labored presentation? The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose. It is already in progress. Those modifications of our school system which often appear (even to those most actively concerned with them, to say nothing of their...
Seite 117 - What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life, instead of having the school a place where the child comes solely to learn certain lessons?
Seite 108 - All studies arise from aspects of the one earth and the one life lived upon it. We do not have a series of stratified earths, one of which is mathematical, another physical, another historical and so on. We should not live very long in any one taken by itself. 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....
Seite 25 - In all this there was continual training of observation, of ingenuity, constructive imagination, of logical thought, and of the sense of reality acquired through first-hand contact with actualities.
Seite 33 - ... has a chance to affiliate itself with life, to become the child's habitat, where he learns through directed living, instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future. It gets a chance to be a miniature community, an embryonic society. This is the fundamental fact, and from this arise continuous and orderly streams of instruction.
Seite 45 - The introduction of active occupations, of nature study, of elementary science, of art, of history; the relegation of the merely symbolic and formal to a secondary position; the change in the moral school atmosphere, in the relation of pupils and teachers — of discipline; the introduction of more active, expressive, and selfdirecting factors — all these are not mere accidents, they are necessities of the larger social evolution.