# bib

id: chapter_001-education_as_a_necessity_of_life
author: Dewey
title: Chapter 01: Education as a Necessity of Life
date: 1916
extension: .txt
mime: text/plain
words: 3506
sentence: 156
flesch: 53
cache: cache/chapter_001-education_as_a_necessity_of_life.txt
txt: txt/chapter_001-education_as_a_necessity_of_life.txt
summary:
  The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits.


id: chapter_008-aims_in_education
author: Dewey
title: Chapter 08: Aims in Education
date: 1916
extension: .txt
mime: text/plain
words: 4510
sentence: 201
flesch: 62
cache: cache/chapter_008-aims_in_education.txt
txt: txt/chapter_008-aims_in_education.txt
summary:
  The aim of education is to enable individuals to continue their education. The idea cannot be applied to all the members of a society except where intercourse of man with man is mutual and there is adequate provision for the reconstruction of social habits and institutions.


id: chapter_024-philosophy_of_education
author: Dewey
title: Chapter 24: Philosophy of Education
date: 1916
extension: .txt
mime: text/plain
words: 4173
sentence: 161
flesch: 47
cache: cache/chapter_024-philosophy_of_education.txt
txt: txt/chapter_024-philosophy_of_education.txt
summary:
  The chapter is titled "Philosophy of Education". The definition of the term "philosophy" has not been given yet. There will be a brief discussion of the theories of knowledge and morals implied in different educational ideals as they operate in practice.


id: chapter_006-education_as_conservative_and_progressive
author: Dewey
title: Chapter 06: Education as Conservative and Progressive
date: 1916
extension: .txt
mime: text/plain
words: 4348
sentence: 179
flesch: 53
cache: cache/chapter_006-education_as_conservative_and_progressive.txt
txt: txt/chapter_006-education_as_conservative_and_progressive.txt
summary:
  According to the theory of education, education proceeds by instruction taken in a strictly literal sense, a building into the mind from without. The theory denies the existence of faculties and emphasizes the unique role of subject matter in the development of mental and moral disposition.


id: chapter_025-theories_of_knowledge
author: Dewey
title: Chapter 25: Theories of Knowledge
date: 1916
extension: .txt
mime: text/plain
words: 4641
sentence: 189
flesch: 51
cache: cache/chapter_025-theories_of_knowledge.txt
txt: txt/chapter_025-theories_of_knowledge.txt
summary:
  Theories of knowing are divided into two categories: continuity and dualism. The origin of the division can be found in the hard and fast walls which mark off social groups and classes within a group, like those between rich and poor.


id: chapter_019-labor_and_leisure
author: Dewey
title: Chapter 19: Labor and Leisure
date: 1916
extension: .txt
mime: text/plain
words: 4361
sentence: 155
flesch: 46
cache: cache/chapter_019-labor_and_leisure.txt
txt: txt/chapter_019-labor_and_leisure.txt
summary:
  There is a deep-seated antithesis between education for useful labor and education for a life of leisure. The segregation and conflict of values are not self-inclosed, but reflect a division within social life. The two functions of gaining are different.


id: chapter_017-science_in_the_course_of_study
author: Dewey
title: Chapter 17: Science in the Course of Study
date: 1916
extension: .txt
mime: text/plain
words: 4617
sentence: 212
flesch: 50
cache: cache/chapter_017-science_in_the_course_of_study.txt
txt: txt/chapter_017-science_in_the_course_of_study.txt
summary:
  By science, knowledge is the outcome of methods of observation, reflection, and testing which are deliberately adopted to secure a settled, assured subject matter. It involves an intelligent and persistent endeavor to revise current beliefs to weed out what is erroneous and add to their accuracy.


id: chapter_021-physical_and_social_studies_naturalism_and_humanism
author: Dewey
title: Chapter 21: Physical and Social Studies Naturalism and Humanism
date: 1916
extension: .txt
mime: text/plain
words: 5082
sentence: 207
flesch: 49
cache: cache/chapter_021-physical_and_social_studies_naturalism_and_humanism.txt
txt: txt/chapter_021-physical_and_social_studies_naturalism_and_humanism.txt
summary:
  There is a conflict between natural science and literary studies for a place in the curriculum. The solution is to divide the field between studies having nature and studies having man as their theme. This focuses attention upon the philosophy of the connection of nature with human affairs.


id: chapter_004-four_education_as_growth
author: Dewey
title: Chapter 04: Four Education as Growth
date: 1916
extension: .txt
mime: text/plain
words: 4730
sentence: 233
flesch: 59
cache: cache/chapter_004-four_education_as_growth.txt
txt: txt/chapter_004-four_education_as_growth.txt
summary:
  The primary condition of growth is immaturity. Society determines its own future in determining that of the young. The young at a given time will at some later date compose the society of that period. This cumulative movement of action toward a later result is meant by growth.


id: chapter_016-significance_of_geography_and_history
author: Dewey
title: Chapter 16: Significance of Geography and History
date: 1916
extension: .txt
mime: text/plain
words: 4410
sentence: 187
flesch: 53
cache: cache/chapter_016-significance_of_geography_and_history.txt
txt: txt/chapter_016-significance_of_geography_and_history.txt
summary:
  There is a difference between an activity as merely physical and the wealth of meanings which the same activity may assume. From the outside, an astronomer gazing through a telescope is like a small boy looking through the same tube. The activity of an astronomer might be concerned with the birth of a planet.


id: chapter_012-thinking_in_education
author: Dewey
title: Chapter 12: Thinking in Education
date: 1916
extension: .txt
mime: text/plain
words: 4665
sentence: 199
flesch: 54
cache: cache/chapter_012-thinking_in_education.txt
txt: txt/chapter_012-thinking_in_education.txt
summary:
  The aim of education is to develop pupils' ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling and so on) is not so great in practice as in theory.


id: chapter_015-play_and_work_in_the_curriculum
author: Dewey
title: Chapter 15: Play and Work in the Curriculum
date: 1916
extension: .txt
mime: text/plain
words: 4725
sentence: 186
flesch: 51
cache: cache/chapter_015-play_and_work_in_the_curriculum.txt
txt: txt/chapter_015-play_and_work_in_the_curriculum.txt
summary:
  In the past generation, the course of study has undergone considerable modification. The desirability of starting from and with the experience and capacities of learners has led to the introduction of activity in play and work similar to those in which children and youth are involved.


id: chapter_020-intellectual_and_practical_studies
author: Dewey
title: Chapter 20: Intellectual and Practical Studies
date: 1916
extension: .txt
mime: text/plain
words: 5698
sentence: 232
flesch: 49
cache: cache/chapter_020-intellectual_and_practical_studies.txt
txt: txt/chapter_020-intellectual_and_practical_studies.txt
summary:
  As livelihood and leisure are opposed, so are theory and practice, intelligence and execution, knowledge and activity. The notion that knowledge is derived from a higher source than practical activity, and possesses a higher and more spiritual worth, has a negative connotation.


id: chapter_011-experience_and_thinking
author: Dewey
title: Chapter 11: Experience and Thinking
date: 1916
extension: .txt
mime: text/plain
words: 5187
sentence: 245
flesch: 59
cache: cache/chapter_011-experience_and_thinking.txt
txt: txt/chapter_011-experience_and_thinking.txt
summary:
  The nature of experience can be understood only by noting that it includes an active and a passive element peculiarly combined. When we experience something we act upon it, we do something with it and then we suffer or undergo the consequences.


id: chapter_009-nine_natural_development_and_social_efficiency_as_aims
author: Dewey
title: Chapter 09: Nine Natural Development and Social Efficiency as Aims
date: 1916
extension: .txt
mime: text/plain
words: 5047
sentence: 196
flesch: 50
cache: cache/chapter_009-nine_natural_development_and_social_efficiency_as_aims.txt
txt: txt/chapter_009-nine_natural_development_and_social_efficiency_as_aims.txt
summary:
  Nature supplies the aim of education. General aims are prospective points of view from which to survey the existing conditions and estimate their possibilities. A large number of general aims have been stated at different times, all having great local value. For the statement of aim is.


id: chapter_014-nature_of_subject_matter
author: Dewey
title: Chapter 14: Nature of Subject Matter
date: 1916
extension: .txt
mime: text/plain
words: 5173
sentence: 224
flesch: 53
cache: cache/chapter_014-nature_of_subject_matter.txt
txt: txt/chapter_014-nature_of_subject_matter.txt
summary:
  The nature of subject matter consists of the facts observed, recalled, read, and talked about, and the ideas suggested in course of a development of a situation having a purpose. This statement needs to be rendered more specific by connecting it with the materials of school instruction.


id: chapter_023-vocational_aspects_of_education
author: Dewey
title: Chapter 23: Vocational Aspects of Education
date: 1916
extension: .txt
mime: text/plain
words: 5514
sentence: 205
flesch: 44
cache: cache/chapter_023-vocational_aspects_of_education.txt
txt: txt/chapter_023-vocational_aspects_of_education.txt
summary:
  There is a gap between the philosophic terms in which ideas are formulated and the practical details of vocational education. It is necessary to review the intellectual presuppositions underlying the opposites in order to solve the problem.   


id: chapter_002-education_as_a_social_function
author: Dewey
title: Chapter 02: Education as a Social Function
date: 1916
extension: .txt
mime: text/plain
words: 5161
sentence: 224
flesch: 56
cache: cache/chapter_002-education_as_a_social_function.txt
txt: txt/chapter_002-education_as_a_social_function.txt
summary:
  The nature and meaning of environment and education as a social function explain the nature of society and the social function of education. Education is a fostering, a nurturing, a cultivating and a growing process. It implies attention to the conditions of growth.


id: chapter_010-interest_and_discipline
author: Dewey
title: Chapter 10: Interest and Discipline
date: 1916
extension: .txt
mime: text/plain
words: 5726
sentence: 250
flesch: 57
cache: cache/chapter_010-interest_and_discipline.txt
txt: txt/chapter_010-interest_and_discipline.txt
summary:
  The difference between the spectator and the agent or participant is the difference in the attitude of the two. One is indifferent to what is going on, while the other is bound up with the outcome of events and tries to influence the direction they take.


id: chapter_022-individual_and_the_world
author: Dewey
title: Chapter 22: Individual and the World
date: 1916
extension: .txt
mime: text/plain
words: 5733
sentence: 238
flesch: 47
cache: cache/chapter_022-individual_and_the_world.txt
txt: txt/chapter_022-individual_and_the_world.txt
summary:
  There is a division between work and leisure, knowing and doing, man and nature, theoretical knowledge and practice, physical mechanism and ideal purpose. On the philosophical side, these various dualisms culminate in a sharp demarcation of minds from the world.


id: chapter_026-theories_of_morals
author: Dewey
title: Chapter 26: Theories of Morals
date: 1916
extension: .txt
mime: text/plain
words: 5775
sentence: 228
flesch: 54
cache: cache/chapter_026-theories_of_morals.txt
txt: txt/chapter_026-theories_of_morals.txt
summary:
  Theory of morals is concerned with conduct and the separation between mind and activity. It is a commonplace of educational theory that the establishing of character is the aim of school instruction and discipline and it is important that we should be on our best behaviour.


id: chapter_005-preparation_unfolding_and_formal_discipline
author: Dewey
title: Chapter 05: Preparation Unfolding and Formal Discipline
date: 1916
extension: .txt
mime: text/plain
words: 5891
sentence: 251
flesch: 52
cache: cache/chapter_005-preparation_unfolding_and_formal_discipline.txt
txt: txt/chapter_005-preparation_unfolding_and_formal_discipline.txt
summary:
  The education is a continuous process of growth. It is to be prepared for the responsibilities and formal discipline. It's a contrast to the idea that education is preparation or getting ready. It contrasts sharply with other ideas which have influenced practice.


id: chapter_013-nature_of_method
author: Dewey
title: Chapter 13: Nature of Method
date: 1916
extension: .txt
mime: text/plain
words: 6196
sentence: 305
flesch: 56
cache: cache/chapter_013-nature_of_method.txt
txt: txt/chapter_013-nature_of_method.txt
summary:
  The trinity of school topics is subject matter, methods, and administration or government. The topic of method is the closest to the considerations of the last chapter. It may be well to express attention to one implication of the previous chapter.


id: chapter_003-education_as_direction
author: Dewey
title: Chapter 03: Education as Direction
date: 1916
extension: .txt
mime: text/plain
words: 7102
sentence: 325
flesch: 60
cache: cache/chapter_003-education_as_direction.txt
txt: txt/chapter_003-education_as_direction.txt
summary:
  The general function of education is that of direction, control, or guidance. The last conveys the idea of assisting through cooperation the natural capacities of the individuals guided. The term direction is more neutral and suggests the active tendencies of those directed.


id: chapter_018-educational_values
author: Dewey
title: Chapter 18: Educational Values
date: 1916
extension: .txt
mime: text/plain
words: 7397
sentence: 290
flesch: 51
cache: cache/chapter_018-educational_values.txt
txt: txt/chapter_018-educational_values.txt
summary:
  The specific values usually discussed in educational theories coincide with the aims which are usually urged. The aspect of these aims in virtue of which they are valuable has been treated in analysis of the nature of interest. There is no difference between speaking of art as an interest or concern and referring to it as educational value.


id: chapter_007-democratic_conception_in_education
author: Dewey
title: Chapter 07: Democratic Conception in Education
date: 1916
extension: .txt
mime: text/plain
words: 7329
sentence: 316
flesch: 50
cache: cache/chapter_007-democratic_conception_in_education.txt
txt: txt/chapter_007-democratic_conception_in_education.txt
summary:
  There are differences in the spirit, material, and method of education as it operates in different types of community life. Education is a social function, securing direction and development in the immature through participation in the life of the group to which they belong.


