Democracy and Education & Experience and Education

Democracy and Education & Experience and Education
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Democracy and Education' synthesizes, criticizes, and expands upon the democratic (or proto-democratic) educational philosophies of Jean-Jacques Rousseau and Plato. 'Experience and Education' stresses the importance of the social and interactive processes of learning. It also emphasizes experience, experiment, purposeful learning and freedom as essential components of progressive education. Excerpt: "Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either-Or, between which it recognizes no intermediate possibilities. When forced to recognize that the extremes cannot be acted upon, it is still inclined to hold that they are all right in theory but that when it comes to practical matters circumstances compel us to compromise. Educational philosophy is no exception." (Experience and Education) John Dewey (1859-1952) is one of the primary figures associated with the philosophy of pragmatism and is considered one of the founders of functional psychology. His ideas have been influential in education and social reform. Known for his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality.

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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

.....

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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