Democracy and Education: An Introduction to the Philosophy of Education

The specific values usually discussed in educational theories coincide with aims which are usually urged. They are such things as utility, culture, information, preparation for...

For the most part, save incidentally, we have hitherto been concerned with education as it may exist in any social group. We have now to make explicit the differences in the spi...

We now pass to one of the special forms which the general function of education assumes: namely, that of direction, control, or guidance. Of these three words, direction, contro...

The trinity of school topics is subject matter, methods, and administration or government. We have been concerned with the two former in recent chapters. It remains to disentang...

1. Education as Preparation. We have laid it down that the educative process is a continuous process of growth, having as its aim at every stage an added capacity of growth. Thi...

Since morality is concerned with conduct, any dualisms which are set up between mind and activity must reflect themselves in the theory of morals. Since the formulations of the...

1. Mind as Purely Individual. We have been concerned with the influences which have effected a division between work and leisure, knowing and doing, man and nature. These influe...

1. The Meaning of the Terms. We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on;...

1. The Opposition of Experience and True Knowledge. As livelihood and leisure are opposed, so are theory and practice, intelligence and execution, knowledge and activity. The la...

1. The Meaning of Vocation. At the present time the conflict of philosophic theories focuses in discussion of the proper place and function of vocational factors in education. T...

1. The Nature of Experience. The nature of experience can be understood only by noting that it includes an active and a passive element peculiarly combined. On the active hand,...

1. The Nature and Meaning of Environment. We have seen that a community or social group sustains itself through continuous self-renewal, and that this renewal takes place by mea...

1. Subject Matter of Educator and of Learner. So far as the nature of subject matter in principle is concerned, there is nothing to add to what has been said (See ante, p. 134)....

ALLUSION has already been made to the conflict of natural science with literary studies for a place in the curriculum. The solution thus far reached consists essentially in a so...

1. Nature as Supplying the Aim. We have just pointed out the futility of trying to establish the aim of education--some one final aim which subordinates all others to itself. We...

In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at some later date compose the...

1. The Place of Active Occupations in Education. In consequence partly of the efforts of educational reformers, partly of increased interest in child-psychology, and partly of t...

1. The Essentials of Method. No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not...

1. Continuity versus Dualism. A number of theories of knowing have been criticized in the previous pages. In spite of their differences from one another, they all agree in one f...

1. The Logical and the Psychological. By science is meant, as already stated, that knowledge which is the outcome of methods of observation, reflection, and testing which are de...

The account of education given in our earlier chapters virtually anticipated the results reached in a discussion of the purport of education in a democratic community. For it as...

1. Extension of Meaning of Primary Activities. Nothing is more striking than the difference between an activity as merely physical and the wealth of meanings which the same acti...

The isolation of aims and values which we have been considering leads to opposition between them. Probably the most deep-seated antithesis which has shown itself in educational...

1. Education as Formation. We now come to a type of theory which denies the existence of faculties and emphasizes the unique role of subject matter in the development of mental...

1. A Critical Review. Although we are dealing with the philosophy of education, DO definition of philosophy has yet been given; nor has there been an explicit consideration of t...

1. 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 resis...