... Moral Principles in Education

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Houghton Mifflin, 1909 - 60 Seiten
 

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I
v
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7
IV
21

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Seite 14 - To form habits of social usefulness and serviceableness apart from any direct social need and motive, and apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water. The most indispensable condition is left out of account, and the results are correspondingly futile.
Seite v - To an extent characteristic of no other institution, save that of the state itself, the school has power to modify the social order.
Seite 2 - 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 7 - 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 8 - 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 17 - 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 23 - The relation between the piece of work to be done and affection for a third person is external, not intrinsic. It is therefore liable to break down whenever the external conditions are changed. Moreover, this attachment to a particular person, while in a way social, may become so isolated and exclusive as to be selfish in quality.
Seite 13 - Faculties mean simply that particular impulses and habits have been coordinated or framed with reference to accomplishing certain definite kinds of work. We need to know the social situations in which the individual will have to use ability to observe, recollect, imagine, and reason, in order to have any way of telling what a training of mental powers actually means. What holds in the illustration of this particular definition of education holds good from whatever point of view we approach the matter....
Seite 22 - ... 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 41 - ... 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.

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