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Educational Creeds of the Nineteenth Century (1898)
Ossian Herbert Lang
Pré-visualização indisponível - 2008
according achievement action activity attention basis beauty become begin believe Beneke better bring called character child civilization comes conscious continually creed direction discipline divine effort element environment essential exist experience expression fact feeling follows force gives grow growth higher highest human ideal ideas importance individual influence insight instruction interest knowledge lead living material matter means ment mental method mind moral nature necessary objects organism PEDAGOGICAL PEDAGOGICAL CREED perfect person physical possible practical preparation present principle Professor progress proper psychological pupil race realize reason regard relation result reverence self-activity sense side social society soul spirit stage statement teacher teaching things thought tion true universal whole
Página 120 - But he himself went a day's journey into the wilderness, and came and sat down under a juniper tree: and he requested for himself that he might die; and said, It is enough; now, O Lord, take away my life ; for I am not better than my fathers.
Página 9 - I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Página 128 - THERE is one mind common to all individual men. Every man is an inlet to the same and to all of the same. He that is once admitted to the right of reason is made a freeman of the whole estate. What Plato has thought, he may think ; what a saint has felt, he may feel ; what at any time has befallen any man, he can understand.
Página 8 - If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted — we must know what they mean. They must be translated...
Página 6 - I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs.
Página 11 - I believe that all questions of the grading of the child and his promotion should be determined by reference to the same standard. Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help.
Página 9 - ... —the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either...
Página 18 - By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
Página 18 - ... —this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school,...
Alphabet to Email: How Written English Evolved and where It's Heading
Naomi S. Baron
Pré-visualização indisponível - 2001
Philosophy of Education: Studies in Philosophies, Schooling, and Educational ...
Edward J. Power
Visualização de excertos - 1982