LeziBook
Cover of Democracy and Education

Democracy and Education

John Dewey

NonfictionPhilosophyabout 16 h 30 min of listening

A critical survey of the philosophy and aims of education in a democratic society.

Contents

  1. Imprint
  2. Preface
  3. Democracy and Eduction
  4. I: Education as a Necessity of Life
  5. I: Renewal of Life by Transmission
  6. II: Education and Communication
  7. III: The Place of Formal Education
  8. Summary
  9. II: Education as a Social Function
  10. I: The Nature and Meaning of Environment
  11. II: The Social Environment
  12. III: The Social Medium as Educative
Show all 137 chapters
  1. IV: The School as a Special Environment
  2. Summary
  3. III: Education as Direction
  4. I: The Environment as Directive
  5. II: Modes of Social Direction
  6. III: Imitation and Social Psychology
  7. IV: Some Applications to Education
  8. Summary
  9. IV: Education as Growth
  10. I: The Conditions of Growth
  11. II: Habits as Expressions of Growth
  12. III: The Educational Bearings of the Conception of Development
  13. Summary
  14. V: Preparation, Unfolding, and Formal Discipline
  15. I: Education as Preparation
  16. II: Education as Unfolding
  17. III: Education as Training of Faculties
  18. Summary
  19. VI: Education as Conservative and Progressive
  20. I: Education as Formation
  21. II: Education as Recapitulation and Retrospection
  22. III: Education as Reconstruction
  23. Summary
  24. VII: The Democratic Conception in Education
  25. I: The Implications of Human Association
  26. II: The Democratic Ideal
  27. III: The Platonic Educational Philosophy
  28. IV: The “Individualistic” Ideal of the Eighteenth Century
  29. V: Education as National and as Social
  30. Summary
  31. VIII: Aims in Education
  32. I: The Nature of an Aim
  33. II: The Criteria of Good Aims
  34. III: Applications in Education
  35. Summary
  36. IX: Natural Development and Social Efficiency as Aims
  37. I: Nature as Supplying the Aim
  38. II: Social Efficiency as Aim
  39. III: Culture as Aim
  40. Summary
  41. X: Interest and Discipline
  42. I: The Meaning of the Terms
  43. II: The Importance of the Idea of Interest in Education
  44. III: Some Social Aspects of the Question
  45. Summary
  46. XI: Experience and Thinking
  47. I: The Nature of Experience
  48. II: Reflection in Experience
  49. Summary
  50. XII: Thinking in Education
  51. I: The Essentials of Method
  52. Summary
  53. XIII: The Nature of Method
  54. I: The Unity of Subject Matter and Method
  55. II: Method as General and as Individual
  56. III: The Traits of Individual Method
  57. IV: Responsibility
  58. Summary
  59. XIV: The Nature of Subject Matter
  60. I: Subject Matter of Educator and of Learner
  61. II: The Development of Subject Matter in the Learner
  62. III: Science or Rationalized Knowledge
  63. IV: Subject Matter as Social
  64. Summary
  65. XV: Play and Work in the Curriculum
  66. I: The Place of Active Occupations in Education
  67. II: Available Occupations
  68. III: Work and Play
  69. Summary
  70. XVI: The Significance of Geography and History
  71. I: Extension of Meaning of Primary Activities
  72. II: The Complementary Nature of History and Geography
  73. III: History and Present Social Life
  74. Summary
  75. XVII: Science in the Course of Study
  76. I: The Logical and the Psychological
  77. II: Science and Social Progress
  78. III: Naturalism and Humanism in Education
  79. Summary
  80. XVIII: Educational Values
  81. I: The Nature of Realization or Appreciation
  82. II: The Valuation of Studies
  83. III: The Segregation and Organization of Values
  84. Summary
  85. XIX: Labor and Leisure
  86. I: The Origin of the Opposition
  87. II: The Present Situation
  88. Summary
  89. XX: Intellectual and Practical Studies
  90. I: The Opposition of Experience and True Knowledge
  91. II: The Modern Theory of Experience and Knowledge
  92. III: Experience as Experimentation
  93. Summary
  94. XXI: Physical and Social Studies: Naturalism and Humanism
  95. I: The Historic Background of Humanistic Study
  96. II: The Modern Scientific Interest in Nature
  97. III: The Present Educational Problem
  98. Summary
  99. XXII: The Individual and the World
  100. I: Mind as Purely Individual
  101. II: Individual Mind as the Agent of Reorganization
  102. III: Educational Equivalents
  103. Summary
  104. XXIII: Vocational Aspects of Education
  105. I: The Meaning of Vocation
  106. II: The Place of Vocational Aims in Education
  107. III: Present Opportunities and Dangers
  108. Summary
  109. XXIV: Philosophy of Education
  110. I: A Critical Review
  111. II: The Nature of Philosophy
  112. Summary
  113. XXV: Theories of Knowledge
  114. I: Continuity Versus Dualism
  115. II: Schools of Method
  116. Summary
  117. XXVI: Theories of Morals
  118. I: The Inner and the Outer
  119. II: The Opposition of Duty and Interest
  120. III: Intelligence and Character
  121. IV: The Social and the Moral
  122. Summary
  123. Endnotes
  124. Colophon
  125. Uncopyright

Listen free in LeziBook

Get LeziBook, open the Store, find “Democracy and Education” and tap Listen now. The book lands in your library and the app starts reading aloud.

Source: Standard Ebooks. CC0 1.0 (Standard Ebooks edition); the text is in the public domain

More by this author