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Bìa sách Democracy and Education

Democracy and Education

John Dewey

Phi hư cấuTriết họckhoảng 16 giờ 30 phút nghe

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

Mục lục

  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
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  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

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