Whatever history may be for the scientific historian, for the educator it must be an indirect sociology—a study of society which lays bare its process of becoming and its modes of organization. The School and Society - Seite 155von John Dewey - 1915 - 164 SeitenVollansicht - Über dieses Buch
| James Earl Russell - 1908 - 430 Seiten
...desirable and what is hurtful. Wfcxatever history may be for the scientific historian, for the educa-tjor it must be an indirect sociology — a study of society...process of becoming and its modes of organization - "! Sometimes emphasis upon sociological or ethical considerations leads to conclusions that are subversive... | |
| Henry Johnson - 1922 - 536 Seiten
...DEWEY, JOHN. The aim of history in elementary education. Elementary School Record, No. 8, pp. 190-203. "Whatever history may be for the scientific historian,...for the educator it must be an indirect sociology." Description of program and reports of work, by Georgia F. Bacon and others, Ibid., 204-209. HALL, GS... | |
| Frederick Gordon Bonser, Lois Coffey Mossman - 1923 - 512 Seiten
...primitive peoples should be used to furnish a basis of comparison in interpreting the present, for " existing society is both too complex and too close to the child to be studied. He finds no clue into its labyrinth of detail and can mount no eminence whence to get a perspective of arrangement.... | |
| David Warren Saxe - 1991 - 332 Seiten
...for the scientific historian," reasoned Dewey, "for the educator it must be an indirect sociology—a study of society which lays bare its process of becoming and its modes of organization." 43 Thus Dewey viewed history as having two levels: one of research and one of pedagogy. Historians... | |
| David R. Shumway, Craig Dionne - 2002 - 242 Seiten
...curriculum but history was redefined (for the educator) in School and Society as "indirect sociology—a study of society which lays bare its process of becoming and its modes of organization" (155, 151). Initial Response of the Profession Given the relation between progressive education theory... | |
| Katherine Camp Mayhew, Anna Camp Edwards - 512 Seiten
...Why not comfort and beauty for all? History, thus educationally considered, was for these children a study of society which lays bare its process of becoming, and its modes of organization. In primitive living social relationships and organizations are reduced to their simplest terms. The... | |
| J. E. Tiles, Jim E. Tiles - 1992 - 380 Seiten
...several times before Robinson's essay on the "new history" appeared. In 1909, for example, he wrote: "Whatever history may be for the scientific historian,...process of becoming and its modes of organization." The aim of the study of history is "a deepening appreciation of social life."3 Robinson had collaborated... | |
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