The School and Society: Being Three LecturesUniversity of Chicago Press, 1899 - 129 Seiten |
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Häufige Begriffe und Wortgruppen
activities actual aims arithmetic attitude becomes calcium carbon dioxide cation chart chil child connection cooking coöperation cotton plant culture curriculum discipline ditions earth everyday experience expression facts forms geography give grammar growth household ideas illustration imagination impulse industry inquiry instinct intellectual interest involved iron age isolated JOHN DEWEY kindergarten laboratories language larger learning lessons living manual training materials means mediæval ment mental method middle ages mind motive natural necessity needs occupations organization partly physi physical Plato practical present primary school primitive problem processes pupils question relation represent school discipline school system scientific scientific methods sewing side simply social society speaking spinning spirit subject-matter symbols teach teacher technical textile things thor tical tion tuition unity University Elementary School utility various waste weaving whole wool
Beliebte Passagen
Seite 27 - A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims.
Seite 44 - When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.
Seite 22 - ... extensive, so complete. Through it the face of the earth is making over, even as to its physical forms; political boundaries are wiped out and moved about, as if they were indeed only lines on a paper map; population is hurriedly gathered into cities from the ends of the earth; habits of living are altered with startling abruptness and thoroughness; the search for the truths of nature is infinitely stimulated and facilitated, and their application to life made not only practicable, but commercially...
Seite 48 - We had a great deal of difficulty in finding what we needed, and finally one dealer, more intelligent than the rest, made this remark: "I am afraid we have not what you want. You want something at which the children may work; these are all for listening.
Seite 52 - ... child continually learns. He states his experiences, his misconceptions are corrected. Again the child participates in the household occupations, and thereby gets habits of industry, order, and regard for the rights and ideas of others, and the fundamental habit of subordinating his activities to the general interest of the household. Participation in these household tasks becomes an opportunity for gaining knowledge. The ideal home would naturally have a workshop where the child could work out...
Seite 116 - What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life, instead of having the school a place where the child comes solely to learn certain lessons?
Seite 43 - The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation.
Seite 41 - It is an education dominated almost entirely by the mediaeval conception of learning. It is something which appeals for the most part simply to the intellectual aspect of our natures, our desire to learn, to accumulate information, and to get control of the symbols of learning ; not to our impulses and tendencies to make, to do, to create, to produce, whether in the form of utility or of art. The very fact that manual training, art and science are objected to as technical, as tending toward mere...
Seite 26 - on purpose," with a full consciousness that the school must now supply that factor of training formerly taken care of in the home, but rather by instinct, by experimenting and finding that such work takes a vital hold of pupils and gives them something which was not to be got in any other way. Consciousness of its real import is still so weak that the work is often done in a half-hearted, confused, and unrelated way. The reasons assigned to justify it are painfully inadequate or sometimes even positively...
Seite 107 - We should not live very long in any one taken by itself. We live in a world where all sides are bound together. All studies grow out of relations in the one great common world. When the child lives in varied but concrete and active relationship to this common world, his studies are naturally unified. It will no longer be a problem to correlate studies. The teacher will not have to resort to all sorts of devices to weave a little arithmetic into the history lessons, and the like. Relate the school...