Democracy and Education

About this eBook

Author

Dewey, John, 1859-1952

Title

Democracy and Education: An Introduction to the Philosophy of Education

Credits

Produced by David Reed and David Widger

Language

English

LoC Class

LB: Education: Theory and practice of education

Subject

Education -- Philosophy

Category

Text

eBook-No.

852

Project Gutenberg

https://www.gutenberg.org/ebooks/852

Release Date

March 1, 1997

Copyright

Public domain in the USA.

Contents

1. 1.DEMOCRACY AND EDUCATION
2. 2.by John Dewey — Transcriber's Note:
3. 3.Chapter One: Education as a Necessity of Life
4. 4.Summary. It is the very nature of life to strive to continue in being.
5. 5.Chapter Two: Education as a Social Function
6. 6.Summary. The development within the young of the attitudes and
7. 7.Chapter Three: Education as Direction — 1. The Environment as Directive.
8. 8.Summary. The natural or native impulses of the young do not agree with
9. 9.Chapter Four: Education as Growth — 1. The Conditions of Growth.
10. 10.Summary. Power to grow depends upon need for others and plasticity.
11. 11.Chapter Five: Preparation, Unfolding, and Formal Discipline
12. 12.Summary. The conception that the result of the educative process is
13. 13.Chapter Six: Education as Conservative and Progressive
14. 14.Summary. Education may be conceived either retrospectively or
15. 15.Chapter Seven: The Democratic Conception in Education
16. 16.Summary. Since education is a social process, and there are many kinds
17. 17.Chapter Eight: Aims in Education — 1. The Nature of an Aim.
18. 18.Summary. An aim denotes the result of any natural process brought to
19. 19.Chapter Nine: Natural Development and Social Efficiency as Aims
20. 20.Summary. General or comprehensive aims are points of view for surveying — 1 Donaldson, Growth of Brain, p. 356.
21. 21.Chapter Ten: Interest and Discipline
22. 22.Summary. Interest and discipline are correlative aspects of activity
23. 23.Chapter Eleven: Experience and Thinking
24. 24.Summary. In determining the place of thinking in experience we first
25. 25.Chapter Twelve: Thinking in Education
26. 26.Summary. Processes of instruction are unified in the degree in which
27. 27.Chapter Thirteen: The Nature of Method — 1. The Unity of Subject Matter and Method.
28. 28.Summary. Method is a statement of the way the subject matter of an
29. 29.Chapter Fourteen: The Nature of Subject Matter
30. 30.Summary. The subject matter of education consists primarily of the
31. 31.Chapter Fifteen: Play and Work in the Curriculum
32. 32.Summary. In the previous chapter we found that the primary subject
33. 33.Chapter Sixteen: The Significance of Geography and History
34. 34.Summary. It is the nature of an experience to have implications which
35. 35.Chapter Seventeen: Science in the Course of Study
36. 36.Summary. Science represents the fruition of the cognitive factors in
37. 37.Chapter Eighteen: Educational Values
38. 38.Summary. Fundamentally, the elements involved in a discussion of value
39. 39.Chapter Nineteen: Labor and Leisure — 1. The Origin of the Opposition.
40. 40.Summary. Of the segregations of educational values discussed in the
41. 41.Chapter Twenty: Intellectual and Practical Studies
42. 42.Summary. The Greeks were induced to philosophize by the increasing
43. 43.Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism
44. 44.Summary. The philosophic dualism between man and nature is reflected in
45. 45.Chapter Twenty-two: The Individual and the World
46. 46.Summary. True individualism is a product of the relaxation of the grip
47. 47.Chapter Twenty-Three: Vocational Aspects of Education
48. 48.Summary. A vocation signifies any form of continuous activity which
49. 49.Chapter Twenty-four: Philosophy of Education
50. 50.Summary. After a review designed to bring out the philosophic issues
51. 51.Chapter Twenty-five: Theories of Knowledge
52. 52.Summary. Such social divisions as interfere with free and full
53. 53.Chapter Twenty-six: Theories of Morals — 1. The Inner and the Outer.
54. 54.Summary. The most important problem of moral education in the school

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