My Pedagogic CreedE.L. Kellogg & Company, 1897 - 36 strani |
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40 cents 9th Street action activities address the publishers ALBION W Art of Securing Basedow begin believe that education cents extra Chap child child's powers Cloth binding Comenius conscious curriculum demands of educators DEMANDS OF SOCIOLOGY discipline E. L. KELLOGG ecliptic educa experience faculty Fitch's Art Froebel fundamental furnished geography Germany gives Herbert Spencer human ideas inches individual institutions introduced JOHN DEWEY KELLOGG & CO kindergarten knowledge Lang's language lessons LIBRARY Limp cloth covers little book means ment mental power method mind Nature Study observation organize Payne's peda PEDAGOGIC CREED person Pestalozzi postage postpaid present Price principles psychology pupil Quick's Educational Reformers rational result rience Rooper's social consciousness social progress social sciences sociologist Sociology demands SOCIOLOGY UPON PEDAGOGY studied under Professor subjects teachers teaching things tical tion Trinity College unconscious University of Chicago vidual whole YORK & CHICAGO
Priljubljeni odlomki
Stran 4 - ... —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 3 - BBIEVE that all education proceeds by the participation of the individual in the social consciousness of the race.
Stran 17 - ... it is the business of every one interested in education to insist upon the school as the primary and most effective interest of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task.
Stran 12 - ... social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end. I believe that there is, therefore, no succession of studies in the ideal school curriculum. If education is life, all life has, from the outset, a scientific aspect, an aspect of art and culture,...
Stran 10 - We violate the child's nature and render difficult the best ethical results by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life. The true center of correlation on the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities.
Stran 4 - The child's own instincts ; ) and powers furnish the material and give the startingH point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without.
Stran 13 - I BELIEVE THAT — the question of method is ultimately reducible to the question of the order of development of the child's powers and interests. The law for presenting and treating material is the law implicit within the child's own nature.
Stran 17 - ... 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, as its organ, may determine...
Stran 14 - I believe that ideas (intellectual and rational processes) also result from action and devolve for the sake of the better control of action. What we term reason is primarily the law of orderly or effective action. To attempt to develop the reasoning powers, the powers of judgment, without reference to the selection and arrangement of means in action, is the fundamental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary symbols. Symbols are...
Stran 13 - I believe that to set up any end outside of education, as furnishing its goal and standard, is to deprive the educational process of much of its meaning and tends to make us rely upon false and external stimuli in dealing with the child.