This collection of literature attempts to compile many of the classic works that have stood the test of time and offer them at a reduced, affordable price, in an attractive volume so that everyone can enjoy them.
This collection of literature attempts to compile many of the classic works that have stood the test of time and offer them at a reduced, affordable p...
Democracy and Education: An Introduction to the Philosophy of Education is a 1916 book by John Dewey. Dewey sought to at once synthesize, criticize, and expand upon the democratic (or proto-democratic) educational philosophies of Jean-Jacques Rousseau and Plato. He saw Rousseau's philosophy as overemphasizing the individual and Plato's philosophy as overemphasizing the society in which the individual lived. In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of...
Democracy and Education: An Introduction to the Philosophy of Education is a 1916 book by John Dewey. Dewey sought to at once synthesize, criticize, a...
How We Think by John Dewey. This book is a reproduction of the original book published in 1910 and may have some imperfections such as marks or hand-written notes.
How We Think by John Dewey. This book is a reproduction of the original book published in 1910 and may have some imperfections such as marks or hand-w...
Democracy and Education by John Dewey. In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be...
Democracy and Education by John Dewey. In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one ...
ring their emotional set and stock of ideas, by sharing in what the elders are doing. In part, this sharing is direct, taking part in the occupations of adults and thus serving an apprenticeship; in part, it is indirect, through the dramatic plays in which children reproduce the actions of grown-ups and thus learn to know what they are like. To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn. But as civilization advances, the gap between the capacities of the young and the concerns of adults widens. Learning by...
ring their emotional set and stock of ideas, by sharing in what the elders are doing. In part, this sharing is direct, taking part in the occupations ...
Excerpt ost pleasing and beautiful exhibitions are but signs, and that they begin to spoil and rot the moment they are treated as achievements. What we need is something which will enable us to interpret, to appraise, the elements in the child's present puttings forth and fallings away, his exhibitions of power and weakness, in the light of some larger growth-process in which they have their place. Only in this way can we discriminate. If we isolate the child's present inclinations, purposes, and experiences from the place they occupy and the part they have to perform in a developing...
Excerpt ost pleasing and beautiful exhibitions are but signs, and that they begin to spoil and rot the moment they are treated as achievements. What w...
The sailor is more likely to be given to what we now term superstitions than say the weaver, because his activity is more at the mercy of sudden change and unforeseen occurrence. But even the sailor while he may regard the wind as the uncontrollable expression of the caprice of a great spirit, will still have to become acquainted with some purely mechanical principles of adjustment of boat, sails and oar to the wind. Fire may be conceived as a supernatural dragon because some time or other a swift, bright and devouring flame called before the mind's eye the quick-moving and dangerous serpent....
The sailor is more likely to be given to what we now term superstitions than say the weaver, because his activity is more at the mercy of sudden chang...
Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific.
Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find t...
Democracy and Education: An Introduction to the Philosophy of Education is a 1916 book by John Dewey. Dewey sought to at once synthesize, criticize, and expand upon the democratic (or proto-democratic) educational philosophies of Jean-Jacques Rousseau and Plato. He saw Rousseau's philosophy as overemphasizing the individual and Plato's philosophy as overemphasizing the society in which the individual lived.
Democracy and Education: An Introduction to the Philosophy of Education is a 1916 book by John Dewey. Dewey sought to at once synthesize, criticize, a...
