My Pedagogic CreedE.L. Kellogg & Company, 1897 - 36 頁 |
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50 cents 9th Street action activities address the publishers ALBION W Art of Securing Basedow begin believe that education cents extra Chap child child's powers Cloth binding Comenius curriculum demands of educators DEMANDS OF SOCIOLOGY discipline E. L. KELLOGG ecliptic educa experience faculty Fitch's Art Froebel fundamental furnished geography Germany gives HARVARD COLLEGE Herbert Spencer human ideas inches individual institutions introduced JOHN DEWEY KELLOGG & CO kindergarten knowledge Lang's language lessons Limp cloth covers little book material means ment mental power method mind Nature Study observation organize past Payne's peda person Pestalozzi postage postpaid present Price principles psychology pupil Quick's Educational Reformers rational result rience Rooper's social consciousness social progress social sciences sociologist Sociology demands SOCIOLOGY UPON PEDAGOGY studied under Professor subjects teachers teaching things tical tion Trinity College unconscious University of Chicago vidual whole YORK & CHICAGO
熱門章節
第 7 頁 - 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. — education, therefore, is a process of living and not a preparation for future living.
第 18 頁 - I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life. ..-I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for \ the maintenance of proper social order and the securing 'of the right social growth.
第 13 頁 - I BELIEVE THAT — the question of method is ultimately reducible to the question of the order of development of the child's powers and interests. The law for presenting and treating material is the law implicit within the child's own nature. Because this is so I believe the following statements are of supreme importance as determining the spirit in which education is carried on: — the active side precedes the passive in the development of the child-nature; that expression comes before conscious...
第 7 頁 - 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 unduly specialized or else disintegrated.
第 4 頁 - 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.
第 4 頁 - The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without.
第 6 頁 - With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions.
第 9 頁 - The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.
第 15 頁 - ... curiosity and alertness, to suppress initiative, and to deaden interest. To humor the interests is to substitute the transient for the permanent. The interest is always the sign of some power below; the important thing is to discover this power. To humor the interest is to fail to penetrate below the surface, and its sure result is to substitute caprice and whim for genuine interest.