The University of Michigan School of Education Bulletin, Količine 25–27School of Education, University of Michigan., 1953 |
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Adult Education American Anderson Ann Arbor appointed April Arthur Arthur E Associate Professor attended a meeting basal readers chairman Chicago child Clark Trow classroom Committee Conference counseling counselors courses curriculum D. E. Morley Department Detroit Dimond Director East Lansing Educa Education Association EDUCATION BULLETIN Educational Psychology Edward Elmer D faculty February Fred G gave a talk Glenn Ludlow graduate guidance Health Henderson Howard individual industrial arts Institute instruction Jones Ketcham learning Lester Lester W Lowell W master's degree McClusky MICHIGAN SCHOOL National November October October 25 Olson participated Physical Education planning problems professional activities Professor of Education public schools pupils reading Research Robert Roeber Rugen S. C. Hulslander School Administrators School of Education Secondary School social speech staff Stanley E teaching tests tion Trytten University Elementary School University of Michigan Vocational Walcott Warren WATSON DICKERMAN Wenrich Willard
Priljubljeni odlomki
Stran 25 - THERE was a child went forth every day, And the first object he look'd upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years.
Stran 27 - The child's own instincts and powers furnish the material and give the starting 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 25 - The early lilacs became part of this child, And grass and white and red morning-glories, and white and red clover, and the song of the phoebe-bird, And the Third-month lambs and the sow's pink-faint litter, and the mare's foal and the cow's calf, And the noisy brood of the barnyard or by the mire of the pondside, And the fish suspending themselves so curiously below there, and the beautiful curious liquid, And the water-plants with their graceful flat heads, all became part of him.
Stran 27 - 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 75 - One must see the difference, between the hampering, blinding, misleading instruction given by an inexperienced child, and the developing, transforming, and almost creative power of an accomplished teacher ; — one must rise to some comprehension of the vast import and significance of the phrase ' to educate,' — before he can regard with a sufficiently energetic contempt that boast of Dr.
Stran 25 - The strata of color'd clouds, the long bar of maroon-tint away solitary by itself, the spread of purity it lies motionless in, The horizon's edge, the flying sea-crow, the fragrance of salt marsh and shore mud, These became part of that child who went forth every day, and who now goes, and will always go forth every day.
Stran 28 - But it is also a vital and formative knowledge to know the world, the laws which govern nature, and man as a part of nature. This the realists have perceived, and the truth of this perception, too, is inexpugnable. Every man is born with aptitudes which give him access to vital and formative knowledge by one of these roads...
Stran 118 - The basic conditions for validity of our inferences — equality of opportunity and motivation — demand what might reasonably be called "normal" environment, comparable, so far as test effects are concerned, with that of the children on whom the test was standardized. And opportunities to have learned the kinds of things involved in the specific test items must be equalized. Our chances of getting such equalization are certainly best at zero (no opportunity at all) and infinity, or to be practical,...
Stran 4 - Every child, boy and youth, whatever his condition or position in life, should devote daily at least one or two hours to some serious activity in the production of some definite external piece of work. Lessons through and by work, through and from life, are by far the most impressive and intelligible, and most continuously and intensely progressive both in themselves and in their effect on the learner.
Stran 119 - As for verbal and nonverbal IQ's, there has never been any justification for such terminology. What we have is verbal and nonverbal test items or tests, all designed to measure general intelligence; and if IQ's obtained with verbal and nonverbal tests differ greatly there is reason for grave doubt of the validity of either or both. The broad sampling needed for good intelligence tests may have to be restricted for special purposes, such as obtaining comparable measurements where languages differ...