Educational Creeds of the Nineteenth CenturyOssian Herbert Lang E.L. Kellogg & Company, 1898 - 158 strani |
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Pogosti izrazi in povedi
achievement action activity apperceptive ARBOR DAY arrest development bad education basis beauty becomes believe Beneke center of interest character child child-study civilization coercion conscious corre correlation creative culture dience direction discipline divine doctrine EARL BARNES educational creed element ence end of education environment experience feeling Froebel gives grow habits Herbart highest human ically ideal ideas important individual influence insight instruction intellectual John Dewey knowledge law of growth LELAND STANFORD living means ment mental method mind moral nature nerve objects one's organism Pantheism PEDAGOGICAL CREED perfect person Pestalozzi physical principle Professor Dewey proper psychological pupil purpose race rational psychology reaction realize religious result reverence richer or poorer says scious self-activity sense society soul spirit stage statement stimulate teac teacher teaching theory things thought tion true unity vidual
Priljubljeni odlomki
Stran 96 - But he himself went a day's journey into the wilderness, and came and sat down under a juniper tree: and he requested for himself that he might die; and said, It is enough; now, O Lord, take away my life ; for I am not better than my fathers.
Stran 9 - I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Stran 100 - THERE is one mind common to all individual men. Every man is an inlet to the same and to all of the same. He that is once admitted to the right of reason is made a freeman of the whole estate. What Plato has thought, he may think ; what a saint has felt, he may feel ; what at any time has befallen any man, he can understand.
Stran 8 - If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted — we must know what they mean. They must be translated...
Stran 6 - I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs.
Stran 11 - I believe that all questions of the grading of the child and his promotion should be determined by reference to the same standard. Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help.
Stran 9 - ... —the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either...
Stran 18 - By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
Stran 18 - ... —this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school,...
Stran 29 - I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which make civilization what it is.
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