Chapter 01: Education as a Necessity of Life -- 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.

keywords: communication; education; experience; group; life


Chapter 02: Education as a Social Function -- 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.

keywords: action; activities; activity; environment; group; meaning; things


Chapter 03: Education as Direction -- 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.

keywords: action; control; direction; person; physical; things; way


Chapter 04: Four Education as Growth -- 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.

keywords: environment; fact; growth; habits; life; means; power


Chapter 05: Preparation Unfolding and Formal Discipline -- 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.

keywords: development; education; future; growth; matter; powers; present; 
training


Chapter 06: Education as Conservative and Progressive -- 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.

keywords: education; environment; experience; mind; past; present


Chapter 07: Democratic Conception in Education -- 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.

keywords: education; humanity; ideal; individual; interests; life; nature; 
society; state


Chapter 08: Aims in Education -- 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.

keywords: activity; aim; aims; end; means


Chapter 09: Nine Natural Development and Social Efficiency as Aims -- 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.

keywords: activities; aim; culture; development; education; efficiency; nature


Chapter 10: Interest and Discipline -- 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.

keywords: conditions; discipline; education; interest; matter; mind; things


Chapter 11: Experience and Thinking -- 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.

keywords: consequences; experience; knowledge; meaning; situation; things; 
thinking


Chapter 12: Thinking in Education -- 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.

keywords: experience; material; problem; school; thinking; thought


Chapter 13: Nature of Method -- 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.

keywords: attitude; experience; material; matter; method; mind; subject; way


Chapter 14: Nature of Subject Matter -- 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.

keywords: experience; knowledge; life; matter; science; subject; subject 
matter; things


Chapter 15: Play and Work in the Curriculum -- 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.

keywords: activity; life; material; occupations; play; school; things; work


Chapter 16: Significance of Geography and History -- 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.

keywords: experience; geography; history; life; meaning; nature; study


Chapter 17: Science in the Course of Study -- 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.

keywords: experience; form; knowledge; men; science; subject; use


Chapter 18: Educational Values -- 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.

keywords: appreciation; education; experience; life; means; studies; study; 
thing; value


Chapter 19: Labor and Leisure -- 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.

keywords: education; fact; leisure; liberal; life; reason


Chapter 20: Intellectual and Practical Studies -- 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.

keywords: experience; knowledge; mind; objects; reason; sense; theory; things


Chapter 21: Physical and Social Studies Naturalism and Humanism -- 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.

keywords: greek; human; interest; knowledge; man; nature; science; studies


Chapter 22: Individual and the World -- 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.

keywords: beliefs; freedom; individual; knowledge; men; mind; self; world


Chapter 23: Vocational Aspects of Education -- 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.   

keywords: calling; conditions; education; life; occupation; present; vocation; 
work


Chapter 24: Philosophy of Education -- 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.

keywords: education; experience; life; matter; nature; philosophy


Chapter 25: Theories of Knowledge -- 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.

keywords: activity; experience; knowing; knowledge; method; things


Chapter 26: Theories of Morals -- 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.

keywords: action; activity; interest; knowledge; life; moral; school; self