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absorption action afford arithmetic cation child cial Columbia University conduct consciousness course of study definite direct moral instruction discipline discussion efficiency ence ends eral ethical responsibility expert service fact failure form habits formal fundamental genuine geography George HERBERT PALMER Harvard University HENRY SUZZALLO ideas about morality individual instincts and impulses intellectual isolated JOHN DEWEY judged judgment learning material mathematical Mathematical geography means METHODS OF INSTRUCTION methods of teaching modes moral education moral habits moral ideas moral principles MORAL TRAINING GIVEN natural environment necessary Philosophy of Education physical Physical geography positive postpaid present PRINCIPLES IN EDUCATION Professor of Philosophy public business pupils reference scene school activities SCHOOL COMMUNITY school methods school studies school system sense side simply social relations social situations social spirit society standpoint Teachers College tical tion tives TRAINING FROM METHODS ultimate vital
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 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 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...
Seite 23 - In any case, it is necessary that the child should gradually grow out of this relatively external motive, into an appreciation of the social value of what he has to do for its own sake, and because of its relations to life as a whole, not as pinned down to two or three people.
Seite 7 - 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. The educational system which does not recognize this fact as entailing upon it an ethical responsibility is derelict and a defaulter.
Seite 22 - But it may be questioned whether the moral lack is not as great as the intellectual. The child is born with a natural desire to give out, to do, and that means to serve. When this tendency is not made use of, when conditions are such that other motives are substituted, the reaction against the social spirit is much larger than we have any idea of — especially when the burden of the work, week after week, and year after year, falls...
Seite 7 - 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 11 - New inventions, new machines, new methods of transportation and intercourse are making over the whole scene of action year by year. It is an absolute impossibility to educate the child for any fixed station in life. So far as education is conducted unconsciously or consciously on this basis, it results in fitting the future citizen for no station in life, but makes him a drone, a hanger-on, or an actual retarding influence in the onward movement. Instead of caring for himself and for others, he becomes...