 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...  Moral Principles in Education - Seite 23von John Dewey - 1909 - 60 SeitenVollansicht - Über dieses Buch
 | National Society for the Study of Education - 1900 - 1068 Seiten
...so isolated and exclusive as to be positively selfish in quality. 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... | |
 | John Dewey - 1903 - 42 Seiten
...so isolated and exclusive as to be positively selfish in quality. 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... | |
 | John Dewey - 1909 - 88 Seiten
...motives and standards^ are inculcated. Some stimulus must be found to keep the child atjiis_filudiei. At the best this will be his affection for his teacher,...egoistic. Fear is a motive which is almost sure to enter in, — not necessarily physical fear, or fear of punishment, but fear of losing the approbation of... | |
 | Daniel Bell Leary - 1920 - 128 Seiten
...disapproval (both by the teacher and the class), punishment, etc. Discuss, '' 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... | |
 | John Dewey - 1993 - 276 Seiten
...so isolated and exclusive as to be positively selfish in quality. 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... | |
 | Douglas J. Simpson, Michael John Brierley Jackson - 1997 - 400 Seiten
...assertions about the desirable features of social life, including life at school. Each child (1) develops "an appreciation, for its own sake, of the social value of what he has to do, because of its relations to life" rather than thinking that what he does is important because of the external rewards... | |
 | John R. Shook - 2000 - 358 Seiten
...working against the social spirit is much larger than we have any idea of, especially when the burden of work, week after week, and year after year, falls...to life, not pinned down to two or three persons. But, unfortunately, the motive is not always at this relative best, but mixed with lower motives which... | |
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