Moral Principles in Education

by John Dewey

[Contents]

1. THE MORAL PURPOSE OF THE SCHOOL
   1. Moral ideas and ideas about morality [1]
   2. Moral education and direct moral instruction [3]
2. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
   1. The unity of social ethics and school ethics [7]
   2. A narrow and formal training for citizenship [8]
   3. School life should train for many social relations [9]
   4. It should train for self-direction and leadership [10]
   5. There is no harmonious development of powers apart from social situations [11]
   6. School activities should be typical of social life [13]
   7. Moral training in the schools tends to be pathological and formal [15]
3. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
   1. Active social service as opposed to passive individual absorption [21]
   2. The positive inculcation of individualistic motives and standards [23]
   3. The evils of competition for external standing [24]
   4. The moral waste of remote success as an end [25]
   5. The worth of active and social modes of learning [26]
4. THE SOCIAL NATURE OF THE COURSE OF STUDY
   1. The nature of the course of study influences the conduct of the school [31]
   2. School studies as means of realizing social situations [31]
   3. School subjects are merely phases of a unified social life [32]
   4. The meaning of subjects is controlled by social considerations [33]
   5. Geography deals with the scenes of social interaction [33]
   6. Its various forms represent increasing stages of abstraction [34]
   7. History is a means for interpreting existing social relations [36]
   8. It presents type phases of social development [37]
   9. It offers contrasts, and consequently perspective [37]
   10. It teaches the methods of social progress [38]
   11. The failure of certain methods of teaching history [39]
   12. Mathematics is a means to social ends [40]
   13. The sociological nature of business arithmetic [41]
   14. Summary: The moral trinity of the school [42]
5. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
   1. Conduct as a mode of individual performance [47]
   2. Native instincts and impulses are the sources of conduct [47]
   3. Moral ideals must be realized in persons [48]
   4. Character as a system of working forces [49]
   5. Force as a necessary constituent of character [49]
   6. The importance of intellectual judgment or good sense [50]
   7. The capacity for delicate emotional responsiveness [52]
   8. Summary: The ethical standards for testing the school [53]
   9. Conclusion: The practicality of moral principles [57]

RIVERSIDE EDUCATIONAL MONOGRAPHS

• General Educational Theory
  • Coolidge’s America’s Need for Education.
  • Dewey’s Interest and Effort in Education.
  • Dewey’s Moral Principles in Education.
  • Eliot’s Education for Efficiency.
  • Eliot’s The Tendency to the Concrete and Practical in Modern Education.
  • Emerson’s Education and other Selections.
  • Fiske’s The Meaning of Infancy.
  • Horne’s The Teacher as Artist.
  • Hyde’s The Teacher’s Philosophy in and out of School.
  • Judd’s The Evolution of a Democratic School System.
  • Meredith’s The Educational Bearings of Modern Psychology.
  • Palmer’s The Ideal Teacher.
  • Palmer’s Trades and Professions.
  • Palmer’s Ethical and Moral Instruction in Schools.
  • Prosser’s The Teacher and Old Age.
  • Stockton’s Project Work in Education.
  • Stratton’s Developing Mental Power.
  • Terman’s The Teacher’s Health.
  • Thorndike’s Individuality.
  • Trow’s Scientific Method in Education.
• Administration and Supervision
  • Bett’s New Ideals in Rural Schools.
  • Bloomfield’s The Vocational Guidance of Youth.
  • Cabot’s Volunteer Help to the Schools.
  • Cole’s Industrial Education in the Elementary School.
  • Cubberley’s Changing Conceptions of Education.
  • Cubberley’s The Improvement of Rural Schools.
  • Dooley’s The Education of the Ne’er-Do-Well.
  • Gates’s The Management of Smaller Schools.
  • Hines’s Measuring Intelligence.
  • Koos’s The High-School Principal.
  • Lewis’s Democracy’s High School.
  • Maxwell’s The Observation of Teaching.
  • Maxwell’s The Selection of Textbooks.
  • Miller and Charles’s Publicity and the Public School.
  • Perry’s The Status of the Teacher.
  • Russell’s Economy in Secondary Education.
  • Smith’s Establishing Industrial Schools.
  • Snedden’s The Problem of Vocational Guidance.
  • Weeks’s The People’s School.
• Method
  • Andress’s The Teaching of Hygiene in the Grades.
  • Atwood’s The Theory and Practice of the Kindergarten.
  • Bailey’s Art Education.
  • Betts’s The Recitation.
  • Cooley’s Language Teaching in the Grades.
  • Dougherty’s How to Teach Phonics.
  • Earhart’s Teaching Children to Study.
  • Evans’s The Teaching of High School Mathematics.
  • Fairchild’s The Teaching of Poetry in the High School.
  • Freeman’s The Teaching of Handwriting.
  • Haliburton and Smith’s Teaching Poetry in the Grades.
  • Hartwell’s The Teaching of History.
  • Hawley’s Teaching English in Junior High Schools.
  • Haynes’s Economics in the Secondary School.
  • Hill’s The Teaching of Civics.
  • Jenkins’s Reading in the Primary Grades.
  • Kendall and Stryker’s History in the Elementary School.
  • Kilpatrick’s The Montessori System Examined.
  • Leonard’s English Composition as a Social Problem.
  • Losh and Weeks’s Primary Number Projects.
  • Palmer’s Self-Cultivation in English.
  • Ridgley’s Geographic Principles.
  • Ruediger’s Vitalized Teaching.
  • Sharp’s Teaching English in High Schools.
  • Stockton’s Project Work in Education.
  • Suzzallo’s The Teaching of Primary Arithmetic.
  • Suzzallo’s The Teaching of Spelling.
  • Swift’s Speech Defects in School Children.
  • Tuell’s The Study of Nations.
  • Wilson’s What Arithmetic Shall We Teach?

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