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Джон Дьюи. Democracy and Education & Experience and Education
Democracy and Education & Experience and Education
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Table of Contents
Experience and Education
Preface
Chapter 1. Traditional vs, progressive Education
Chapter 2. The Need of a Theory of Experience
Chapter 3. Criteria of Experience
Chapter 4. Social Control
Chapter 5. The Nature of Freedom
Chapter 6. The Meaning of Purpose
Chapter 7. Progressive Organization of Subject Matter
Chapter 8. Experience--The Means and Goal of Education
Democracy and Education: An Introduction to the Philosophy of Education
Chapter One: Education as a Necessity of Life
Summary. It is the very nature of life to strive to continue in being
Chapter Two: Education as a Social Function
Summary. The development within the young of the attitudes and
Chapter Three: Education as Direction
1. The Environment as Directive
Summary. The natural or native impulses of the young do not agree with
Chapter Four: Education as Growth
1. The Conditions of Growth
Summary. Power to grow depends upon need for others and plasticity
Chapter Five: Preparation, Unfolding, and Formal Discipline
Summary. The conception that the result of the educative process is
Chapter Six: Education as Conservative and Progressive
Summary. Education may be conceived either retrospectively or
Chapter Seven: The Democratic Conception in Education
Summary. Since education is a social process, and there are many kinds
Chapter Eight: Aims in Education
1. The Nature of an Aim
Summary. An aim denotes the result of any natural process brought to
Chapter Nine: Natural Development and Social Efficiency as Aims
Summary. General or comprehensive aims are points of view for surveying
1 Donaldson, Growth of Brain, p. 356
Chapter Ten: Interest and Discipline
Summary. Interest and discipline are correlative aspects of activity
Chapter Eleven: Experience and Thinking
Summary. In determining the place of thinking in experience we first
Chapter Twelve: Thinking in Education
Summary. Processes of instruction are unified in the degree in which
Chapter Thirteen: The Nature of Method
1. The Unity of Subject Matter and Method
Summary. Method is a statement of the way the subject matter of an
Chapter Fourteen: The Nature of Subject Matter
Summary. The subject matter of education consists primarily of the
Chapter Fifteen: Play and Work in the Curriculum
Summary. In the previous chapter we found that the primary subject
Chapter Sixteen: The Significance of Geography and History
Summary. It is the nature of an experience to have implications which
Chapter Seventeen: Science in the Course of Study
Summary. Science represents the fruition of the cognitive factors in
Chapter Eighteen: Educational Values
Summary. Fundamentally, the elements involved in a discussion of value
Chapter Nineteen: Labor and Leisure
1. The Origin of the Opposition
Summary. Of the segregations of educational values discussed in the
Chapter Twenty: Intellectual and Practical Studies
Summary. The Greeks were induced to philosophize by the increasing
Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism
Summary. The philosophic dualism between man and nature is reflected in
Chapter Twenty-two: The Individual and the World
Summary. True individualism is a product of the relaxation of the grip
Chapter Twenty-Three: Vocational Aspects of Education
Summary. A vocation signifies any form of continuous activity which
Chapter Twenty-four: Philosophy of Education
Summary. After a review designed to bring out the philosophic issues
Chapter Twenty-five: Theories of Knowledge
Summary. Such social divisions as interfere with free and full
Chapter Twenty-six: Theories of Morals
1. The Inner and the Outer
Summary. The most important problem of moral education in the school
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John Dewey
Democracy and Education: An Introduction to the Philosophy of Education
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The statement that individuals live in a world means, in the concrete, that they live in a series of situations. And when it is said that they live in these situations, the meaning of the word "in" is different from its meaning when it is said that pennies are "in" a pocket or paint is "in" a can. It means, once more, that interaction is going on between an individual and objects and other persons. The conceptions of situation and of interaction are inseparable from each other. An experience is always what it is because of a transaction taking place between an individual and what, at the time, constitutes his environment, whether the latter consists of persons with whom he is talking about some topic or event, the subject talked about being also a part of the situation; or the toys with which he is playing; the book he is reading (in which his environing conditions at the time may be England or ancient Greece or an imaginary region); or the materials of an experiment he is performing. The environment, in other words, is whatever conditions interact with personal needs, desires, purposes, and capacities to create the experience which is had. Even when a person builds a castle in the air he is interacting with the objects which he constructs in fancy.
The two principles of continuity and interaction are not separate from each other. They intercept and unite. They are, so to speak, the longitudinal and lateral aspects of experience. Different situations succeed one another. But because of the principle of continuity something is carried over from the earlier to the later ones. As an individual passes from one situation to another, his world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. Otherwise the course of experience is disorderly, since the individual factor that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.
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