Democracy and Education: An Introduction to the Philosophy of Education

Democracy and Education: An Introduction to the Philosophy of Education

By John Dewey
Book Description
Table of Contents
  • Transcriber's Note:
  • 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 and
  • Chapter Three: Education as Direction
    • 1. The Environment as Directive.
  • Summary. The natural or native impulses of the young do not agree with
  • Chapter Four: Education as Growth
    • 1. The Conditions of 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 is
  • Chapter Six: Education as Conservative and Progressive
  • Summary. Education may be conceived either retrospectively or
  • Chapter Seven: The Democratic Conception in Education
  • Summary. Since education is a social process, and there are many kinds
  • Chapter Eight: Aims in Education
    • 1. The Nature of an Aim.
  • Summary. An aim denotes the result of any natural process brought to
  • Chapter Nine: Natural Development and Social Efficiency as Aims
  • Summary. General or comprehensive aims are points of view for surveying
    • 1 Donaldson, Growth of Brain, p. 356.
  • 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 in experience we first
  • Chapter Twelve: Thinking in Education
  • Summary. Processes of instruction are unified in the degree in which
  • Chapter Thirteen: The Nature of Method
    • 1. The Unity of Subject Matter and Method.
  • Summary. Method is a statement of the way the subject matter of an
  • Chapter Fourteen: The Nature of Subject Matter
  • Summary. The subject matter of education consists primarily of the
  • 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 which
  • Chapter Seventeen: Science in the Course of Study
  • Summary. Science represents the fruition of the cognitive factors in
  • Chapter Eighteen: Educational Values
  • Summary. Fundamentally, the elements involved in a discussion of value
  • Chapter Nineteen: Labor and Leisure
    • 1. The Origin of the Opposition.
  • Summary. Of the segregations of educational values discussed in the
  • Chapter Twenty: Intellectual and Practical Studies
  • Summary. The Greeks were induced to philosophize by the increasing
  • Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism
  • Summary. The philosophic dualism between man and nature is reflected in
  • 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 which
  • 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
    • 1. The Inner and the Outer.
  • Summary. The most important problem of moral education in the school
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