Ethical Principles Underlying EducationUniversity of Chicago Press, 1903 - 1 Seiten |
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abstract accomplish active affording agency agent attaches cation cerned citizenship cloth conception considered content value CUBBERLEY curriculum definite demand discussion effective environment ethical import ETHICAL PRINCIPLES UNDERLYING ethical relationship ethical theory existing social external fact faculties failure function geography habits of social ical ideas individual instincts and impulses instruments intel intellectual side interpret isolated JOHN DEWEY judged judgment learning machinery mathematics means involved member of society mental methods mode moral principles moral training natural environment nature necessary organized particular partly formal Physical geography point of view Political geography positive power of direction power of observing present PRINCIPLES UNDERLYING EDUCATION psychological terms purely realized reference relation relationship represents responsibility scene school system sense simply social action social environment social intelligence social interest social situation social spirit specific standard standpoint STANFORD STANFORD UNIVERSITY statement teacher THIRD YEARBOOK tion University of Chicago whole
Beliebte Passagen
Seite 12 - The moral responsibility of the school, and of those who conduct it, is to society. The school is fundamentally an institution erected by society to do a certain specific work. — to exercise a certain specific function in maintaining the life and advancing the welfare of society.
Seite 28 - ... of this inherent social spirit; in so far as the methods used are those that 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 has to play a part, and the demands he has to meet; so far as these ends are met, the school is organized on an ethical basis.
Seite 21 - In the first place there is no line of demarkation within facts themselves which classifies them as belonging to science, history, or geography, respectively. The pigeonhole classification which is so prevalent at present (fostered by introducing the pupil at the outset into a number of different studies contained in different text-books) gives an utterly erroneous idea of the relations of studies to each other, and to the intellectual whole to which they all belong. In fact these subjects have all...
Seite 16 - 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, and apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water. The most indispensable condition is left out of account, and the results are correspondingly futile.
Seite 23 - ... crystallized and fixed in certain forms. Physical geography (including under this not simply physiography, but also the study of flora and fauna) represents a further analysis or abstraction. It studies the conditions which determine human action, leaving out of account, temporarily, the ways in which they concretely do this. Mathematical geography simply carries the analysis back to more ultimate and remote conditions, showing that the physical conditions themselves are not ultimate, but depend...
Seite 16 - ... his respective acts from the standpoint of their reference to the work which he has to do. Only in this way does he have a normal and healthy standard, enabling him properly to appreciate his failures and to estimate them at their right value. By saying that the moral training of the school is partly formal, I mean that the moral habits which are specially emphasized in the school are habits which are created, as it were, ad hoc. Even the habits of promptness, regularity, industry, non-interference...
Seite 27 - ... to numerical operations which have no distinctive mathematical principles characterizing them, but which represent certain general principles found in business relationships. To train the child in these operations, while paying no attention to the business realities in which they will be of use, and the conditions of social life which make these business activities necessary, is neither arithmetic nor common sense. The child is called upon to do examples in interest, partnership, banking, brokerage,...
Seite 23 - It no longer has existence and simply as past there is no motive for attending to it. The ethical value of history teaching will be measured by the extent to which it is treated as a matter of analysis of existing social relations — that is to say as affording insight into what makes up the structure and working of society.
Seite 15 - I am told that there is a swimming school in a certain city where youth are taught to swim without going into the water, being repeatedly drilled in the various movements which are necessary for swimming. When one of the young men so trained was asked what he did when he got into the water, he laconically replied, "Sunk.
Seite 17 - Interest in community welfare, an interest that is intellectual and practical, as well as emotional — an interest, that is to say, in perceiving whatever makes for social order and progress, and in carrying these principles into execution — is the moral habit to which all the special school habits must be related if they are to be animated by the breath of life.