 I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor...  Progressive Education - Стр. 1461925Полный просмотр - Подробнее о книге
 | John Dewey - 1897 - Страниц: 60
...child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...their social equivalents — into terms of what they are capable of in the way of social service. I believe that the school is primarily a social institution.... | |
 | John Dewey - 1897 - Страниц: 52
...eliminate the individual factor from society, we are left only with an inert and lifeless mass. JSducation, therefore, must begin with a psychological insight...their social equivalents — into terms of what they are capable of in tho way of social service. ARTICLE II. WHAT THE SCHOOL IS. I believe that the, school... | |
 | Ossian Herbert Lang - 1898 - Страниц: 204
...child we are left only with an abstraction ; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insigiit into the child's capacities, interests, and habits. It must be controlled at every point by... | |
 | Thomas Jefferson McEvoy - 1911 - Страниц: 344
...an abstraction; if we eliminate the individual factor from society, we are left only with an inert lifeless mass. Education, therefore, must begin with...their social equivalents — into terms of what they are capable of in the way of social service." — Educational Creeds, p. 8. 93. Gordy's criticism of... | |
 | Paul Klapper - 1920 - Страниц: 616
...child, we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...their social equivalents — into terms of what they are capable of in the way of social service." Therefore, the fundamental course in educational theory... | |
 | Wouter de Vos Malan - 1923 - Страниц: 190
...child we are left only with an abstraction ; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...their social equivalents — into terms of what they are capable of in the way of social service.'',1 The above conception of the meaning of education seriously... | |
 | Charles Edward Skinner, Ira Morris Gast, Harley Clay Skinner - 1926 - Страниц: 882
...is to be educated is a social individual, and that society is an organic union of individuals. . . . Education, therefore, must begin with a psychological...their; social equivalents — into terms of what they are capable of in the way of social service. 31. Must All Education Begin with Instinct? , Stephen... | |
 | Anders Breidlid - 1996 - Страниц: 428
...child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...their social equivalents - into terms of what they are capable of in the way of social service. ARTICLE II. WHAT THE SCHOOL IS. I believe that the school... | |
 | Alan Ryan - 1995 - Страниц: 426
...child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...their social equivalents — into terms of what they are capable of in the way of social service.32 This was the educational creed of a progressive, but... | |
 | Alan Ryan - 1995 - Страниц: 424
...child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education,...what they mean. They must be translated into terms of dieir social equivalents — into terms of what they are capable of in the way of social service.32... | |
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