Some Psychological Principles Underlying Moral EducationUniversity of Wisconsin--Madison, 1922 - 148 Seiten |
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Häufige Begriffe und Wortgruppen
action activities actual admit agent associated attention attitude basis bearing becomes boys capacity cause character child Concerning conduct connection consciousness consequence course definite desirable Dewey direct discussion effect emotional environment ethical exercise expect experience expression fact factors feeling field follows forces functioning fundamental furnish future gang going governed grows habits hand heredity hold human ideas ideational immoral important impulsive individual influence instincts instruction intention interests James judged kind largely lead less limited live matter means ment mental mind moral education moral ideas motives movement nature object one's opinion organized original original nature period persons phases physical play possible practical present principles problem produce Psychology reason reflective relation responses result says situation social society Teachers theory thing thinking Thorndike tion traits true whole
Beliebte Passagen
Seite 71 - No matter how full a reservoir of maxims one may possess, and no matter how good one's sentiments may be, if one has not taken advantage of every concrete opportunity to act, one's character may remain entirely unaffected for the better. With mere good intentions, hell is proverbially paved. And this is an obvious consequence of the principles we have laid down. "A character...
Seite 58 - to their use. When a resolve or a fine glow of feeling is allowed to evaporate without bearing practical fruit, it is worse than a chance lost. It works so as positively to hinder future resolutions and emotions from taking the normal path of discharge. There is no more contemptible type of human character than that of the nerveless sentimentalist and dreamer who spends his life in a weltering sea of sensibility and emotion, but who never does a manly concrete deed.
Seite 13 - The only way to prepare for social life is to engage in social life. To form habits of social usefulness and serviceableness apart from any direct social need and motive...
Seite 11 - ... is like instituting a vast and complicated system of physical exercise which would have for its object simply the development of the lungs and the power of breathing, independent of other organs and functions. The child is an organic whole, intellectually, socially, and morally, as well as physically.
Seite 19 - The earliest education ought, then, to be purely negative. It consists not in teaching truth or virtue, but in shielding the heart from vice and the mind from error.
Seite 33 - ... can never fill. Compare the accomplished gentleman with the poor artisan or tradesman of a city: during the adolescence of the former, objects appropriate to his growing interests, bodily and mental, were offered as fast as the interests awoke, and, as a consequence, he is armed and equipped at every angle to meet the world. Sport came to the rescue and completed his education where real things were lacking. He has tasted of the essence of every side of human life, being sailor, hunter, athlete,...
Seite 14 - In so far as the school represents, in its own spirit, a genuine community life; in so far as what are called school discipline, government, order, etc., are the expressions of this inherent social spirit; in so far as the methods used are those which appeal to the active and constructive powers, permitting the child to give out, and thus to serve ; in so far as the curriculum is so selected and organized as to provide the material for affording the child a consciousness of the world in which he...
Seite 24 - I think I may say, that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education.
Seite 53 - Education is for behavior, and habits are the stuff of which behavior consists.
Seite 33 - Sport came to the rescue and completed his education where real things were lacking. He has tasted of the essence of every side of human life, being sailor, hunter, athlete, scholar, fighter, talker, dandy, man of affairs, etc., all in one. Over the city poor boy's youth no such golden opportunities were hung, and in his manhood no desires for most of them exist. Fortunate it is for him if gaps are the only anomalies his instinctive life presents; perversions are too often the fruit of his unnatural...