Social Aspects of Education: A Book of Sources and Original Discussions with Annotated BibliographiesMacmillan Company, 1912 - 425 Seiten |
Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
activities adult agricultural association attention become boys and girls cation Chapter character child Civic Club committee consciousness continuation schools coöperation course discussion employers environment experience fact farm feel give Hesperia high school human idea ideals imitation important impulses individual industrial education influence institution instruction intellectual interest juvenile delinquency Kent County Kiva labor leader lectures less McDonogh School means meetings ment mental method mind moral training movement nature neighborhood normal Oceana County opportunity organization parent-teacher associations parents play playground possible practical present primary ideals problem progress public schools question relation responsibility rural school school discipline school garden schoolhouse Social Center social environment social group social psychology society sort spirit student success teacher teaching things tion vocational Vocational Education whole York York City young youth
Beliebte Passagen
Seite 238 - ... ideals of the individual. The result of intimate association, psychologically, is a certain fusion of individualities in a common whole, so that one's very self, for many purposes at least, is the common life and purpose of the group. Perhaps the simplest way of describing this wholeness is by saying that it is a "we"; it involves the sort of sympathy and mutual identification for which "we
Seite 238 - By primary groups I mean those characterized by intimate face-to-face association and co-operation. They are primary in several senses, but chiefly in that they are fundamental in forming the social nature and ideals of the individual. The result of intimate association, psychologically, is a certain fusion of individualities in a common whole, so that one's very self, for many purposes at least, is the common life and purpose of the group. Perhaps the simplest way of describing this wholeness is...
Seite 206 - 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 59 - To bring into closer relation the home and the school, that parents and teachers may cooperate intelligently in the training of the child, and to develop between educators and the general public such united efforts as will secure for every child the highest advantages in physical, mental, social, and spiritual education.
Seite 105 - It is too late ! Ah, nothing is too late Till the tired heart shall cease to palpitate.
Seite 105 - CEdipus, and Simonides Bore off the prize of verse from his compeers, When each had numbered more than fourscore years, And Theophrastus, at fourscore and ten, Had but begun his Characters of Men.
Seite 336 - True; therefore doth Heaven divide The state of man in divers functions, Setting endeavor in continual motion ; To which is fixed, as an aim or butt, Obedience ; for so work the honey bees ; Creatures, that, by a rule in nature, teach The act of order to a peopled kingdom.
Seite 213 - 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.
Seite 213 - To do this means to make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated throughout with the spirit of art, history, and science.
Seite 240 - Primary groups are primary in the sense that they give the individual his earliest and completest experience of social unity, and also in the sense that they do not change in the same degree as more elaborate relations, but form a comparatively permanent source out of which the latter are ever springing.