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Excerpt from The Point of View of Modern Education Every institution of the social world is now adjusting itself to the theory of evolution. The church, the home, and the school havebeen more tardy than science and industrial society in obeying its call, but the school is now seeking to conform, in its methods, to this new movement as rapidly as conditions will permit. This little volume is merely a series of suggestions, which the thoughtful teacher may find helpful in her study of children and of the relations of the school to the home. It is addressed quite as much to parents as to teachers and the author hopes it may help to bring the school and the home into a close and more sympathetic union. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from A History of Education in Modern Times More striking characteristics of the book will probably be found in the emphasis laid upon educational institu tions and practices, rather than upon theoretical develop ment; and in the larger place given to American educa tion. The account of each educational movement has included at least an attempt to trace its in uence upon the content, method, and organization Of education in this country, while three chapters have been devoted exclusively to the rise of our educational system. For this somewhat special point of View, I trust that no apology is needed, as the book is intended primarily for use in the United States, and will be of service to our teachers largely as it succeeds in focusing the educational progress of this country. It will be quite possible, however, for those readers in England and other coun tries, who have been so hospitable in their reception of my former works, to neglect or curtail these parts of the book, and still have a body of material sufficient to represent satisfactorily the history of education during the past two centuries. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works."
Excerpt from Modern Views on Education A very casual glance will Show the reader that this little book is in no way an academic study. It does not aim to be an introduction to the study of education. It is merely a bird's-eye View Of some of those features of education which make it so great a factor in the nation's life. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
These papers, reprinted with slight additions from the pages of the “New Republic,” through the courtesy of the editors, do not pretend to be anything more than glimpses and paraphrases of new tendencies in the American school and college. The public school is the most interesting and the most hopeful of our American social enterprises during these days of sluggishness for us and dreary horror for the rest of the world. It is becoming one of the few rational and one of the few democratic things we have, and science and hope are laying a foundation upon which a really self-conscious society could build almost anything it chose. The school fascinates me because there is almost no sociological, administrative or psychological truth that cannot be drawn out of its manifold life. It is the laboratory for human nature, and the only one that is simple enough to study with any prospect of quick enlightenment. Experiment in education has come to stay, and this means that we have it in our hands to approach ever more closely our ideal of education as living. We can make the school ever more and more nearly that child-community life towards which our best endeavor points. The point-of-view of these papers will be recognized as the product of an enthusiasm for the educational philosophy of John Dewey. But what is a good philosophy for except to paraphrase? The discovery of truisms means merely that my enthusiasms are being communicated to an unappreciative reader. Certainly the most recent educational sensation indicates that there are still crowds of professional educators and parents to whom such ideas are not truisms. To see education, not as a preparation for life or as a process segregated from other activities, but as identical with living, takes more imagination than most teachers have yet acquired. If the school is a place where children live intensively and expressively, it will be a place where they will learn. The ideal educational system would continue with the adult all through his or her active life, sharpening skill, interpreting experience, providing intellectual tools with which to express and enjoy. Just as education and play should be scarcely separable for the little child, so education and work should be scarcely separable for the adult. By closing off the school and boxing up learning we have really smothered education. We are only just beginning to revive. We have first to make over the school into a real child-community, filled with activities which stimulate the child and focus his interest towards some constructive work, and then we have to teach the teacher how to expose the child to the various activities and guide his interest so that it will be purposeful. The school can thus become a sifter where children unconsciously as they live along from day to day are choosing the ways in which they can best serve both themselves and their community as workers and citizens in the great scheme. The papers on the Gary schools are reprinted not because I wish to exploit the system or its superintendent, but because of the usefulness of a concrete example to hang wandering theory to. The schools of Mr. Wirt’s conception, in spite of many inadequacies of realization, still seem to me the happiest framework I have yet found in the American public school for the fulfillment of the new educational ideals. No one can deny that in the actual schools much of the[Pg viii] old unconsciousness and regimentation still stick their unwelcome head through, but my somewhat naïve impressions do reflect, I am sure, a spirit which is there, and a possibility that is very near for the American community to catch. To praise one thing, however, is not to damn everything else, and it would be false to pretend that almost every city in our country has not latent within its system the embryo of the modern school. Some are simply more conscious than others. Some actually envisage education as living.
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Now even more affordably priced in its second edition, Classic and Contemporary Readings in the Philosophy of Education is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable contemporary thinkers. The first section of the book provides material from nine classic writers, while the second section presents twenty-one recent selections that reflect diverse approaches, including pragmatism, analytic philosophy, feminism, and multiculturalism. The second edition features expanded selections by Locke, Rousseau, Kant, and Dewey, along with eight new readings.