Transcriber's Note:
I have tried to make this the most accurate text possible but I am sure that there are still mistakes.
I would like to dedicate this etext to my mother who was a elementary school teacher for more years than I can remember. Thanks.
David Reed
CONTENTS
[ 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 ]
[ Chapter Three: Education as Direction ]
[ Summary. The natural or native impulses of the young do not agree ]
[ Chapter Four: Education as 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 ]
[ Chapter Six: Education as Conservative and Progressive ]
[ Summary. Education may be conceived either retrospectively ]
[ Chapter Seven: The Democratic Conception in Education ]
[ Summary. Since education is a social process, and there are many kinds ]
[ Chapter Eight: Aims in Education ]
[ Summary. An aim denotes the result of any natural process ]
[ Chapter Nine: Natural Development and Social Efficiency as Aims ]
[ Summary. General or comprehensive aims are points of view for surveying ]
[ 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 ]
[ Chapter Twelve: Thinking in Education ]
[ Summary. Processes of instruction are unified in the degree ]
[ Chapter Thirteen: The Nature of Method ]
[ Summary. Method is a statement of the way the subject matter ]
[ Chapter Fourteen: The Nature of Subject Matter ]
[ Summary. The subject matter of education consists primarily ]
[ 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 ]
[ Chapter Seventeen: Science in the Course of Study ]
[ Summary. Science represents the fruition of the cognitive factors ]
[ Chapter Eighteen: Educational Values ]
[ Summary. Fundamentally, the elements involved in a discussion of value ]
[ Chapter Nineteen: Labor and Leisure ]
[ Summary. Of the segregations of educational values ]
[ Chapter Twenty: Intellectual and Practical Studies ]
[ Summary. The Greeks were induced to philosophize ]
[ Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism ]
[ Summary. The philosophic dualism between man and nature is reflected ]
[ 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 ]
[ 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 ]
[ Summary. The most important problem of moral education in the school ]