My Pedagogic CreedE.L. Kellogg & Company, 1897 - 36 strani |
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50 cents abstracted action activities Analytical Questions Augsburg's Easy Drawings begin believe that education cents extra child child's powers conception curriculum demands of educators Demands of Sociology E. L. KELLOGG ecliptic educa experience faculty fundamental geography gives grade Grammar human individual instincts institutions introduced Jamestown judgment KELLOGG & CO knowledge language lessons Love Manikin Manual Training material means ment mental power methods mind Mother Goose National Question Book nature ORDERS TO E. L. organize paper 15 pd paper 50 peda Pedagogic Creed perception person present Price primary psychological pupil rational result rience SAMUEL G School Devices school-room SEND ALL ORDERS social consciousness social progress social sciences sociologist Sociology demands Sociology upon Pedagogy Song Treasures studied under Professor subjects teacher teaching Things to Draw tion University of Chicago vidual whole Yonkers YORK & CHICAGO YORK AND CHICAGO
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Stran 6 - 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 into terms of their social equivalents— into terms of what they are capable of in the way of social service.
Stran 11 - ... thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life. I believe accordingly that the primary basis of education is in the child's powers at work along the same general constructive lines as those which have brought civilization into being.
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 9 - I believe that the social life of the child is the basis of concentration, or correlation, in all his training or growth.} The social life gives the unconscious unity and the background of all his efforts and of all his attainments.
Stran 5 - In order to know what a power really is we must know what its end, use, or function is; and this we cannot know save as we conceive of the individual as active in social relationships. But, on the other hand, the only possible adjustment which we can give to the child under existing conditions, is that which arises through putting him in complete possession of all his powers.
Stran 17 - I believe 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 16 - All reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.