The Reform of Education

Participation on the part of elementary school teachers in the work and studies of the Universities has always seemed to me to constitute a real need of culture and of primary e...

It is essential at the very outset to understand clearly what is meant by _concrete personality_, and why the particular or empirical personality, as we are usually accustomed t...

A more precise determination must now be given to the problem, touched upon in the preceding chapter, which might be called the _fundamental antinomy of education_, understandin...

We found it necessary in the previous chapter to pass from the abstract to the concrete in order to arrive at the truth. The universality of the individual was made clear when f...

The idealistic conception of culture enables us to get an initial understanding of the spirituality of the school. This spirituality is surely felt by all those who live within...

From the concept of the spirituality of culture, we derive all the fundamental propositions of pedagogy. But in as much as this conception of culture coincides with that of pers...

Educators of the modern school are bent on transforming its methods and institutions on the basis of the conception set forth in the previous chapters. The subtle discussions re...

Having exemplified the prejudices of realism in the phases that are most harmful to education, I shall now proceed to discuss the fundamental corollary of the idealistic thesis...

The principle of educational unity which I have briefly tried to illustrate demands a further development in connection with the claims of physical culture. For after we have un...

We have shown in the previous chapters the necessity of rigorously maintaining the unity of education, of resisting every attempt at separation, of opposing all systems which tr...

We may look upon the preceding chapters as a kind of general examination to which we submitted our consciences, by reflecting on the way we have always performed our duty as tea...