item: #1 of 26 id: chapter_001-education_as_a_necessity_of_life author: Dewey title: Chapter 01: Education as a Necessity of Life date: 1916 words: 3506 flesch: 53 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. keywords: communication; education; experience; group; life cache: chapter_001-education_as_a_necessity_of_life.txt plain text: chapter_001-education_as_a_necessity_of_life.txt item: #2 of 26 id: chapter_002-education_as_a_social_function author: Dewey title: Chapter 02: Education as a Social Function date: 1916 words: 5161 flesch: 56 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. keywords: action; activities; activity; environment; group; meaning; things cache: chapter_002-education_as_a_social_function.txt plain text: chapter_002-education_as_a_social_function.txt item: #3 of 26 id: chapter_003-education_as_direction author: Dewey title: Chapter 03: Education as Direction date: 1916 words: 7102 flesch: 60 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. keywords: action; control; direction; person; physical; things; way cache: chapter_003-education_as_direction.txt plain text: chapter_003-education_as_direction.txt item: #4 of 26 id: chapter_004-four_education_as_growth author: Dewey title: Chapter 04: Four Education as Growth date: 1916 words: 4730 flesch: 59 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. keywords: environment; fact; growth; habits; life; means; power cache: chapter_004-four_education_as_growth.txt plain text: chapter_004-four_education_as_growth.txt item: #5 of 26 id: chapter_005-preparation_unfolding_and_formal_discipline author: Dewey title: Chapter 05: Preparation Unfolding and Formal Discipline date: 1916 words: 5891 flesch: 52 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. keywords: development; education; future; growth; matter; powers; present; training cache: chapter_005-preparation_unfolding_and_formal_discipline.txt plain text: chapter_005-preparation_unfolding_and_formal_discipline.txt item: #6 of 26 id: chapter_006-education_as_conservative_and_progressive author: Dewey title: Chapter 06: Education as Conservative and Progressive date: 1916 words: 4348 flesch: 53 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. keywords: education; environment; experience; mind; past; present cache: chapter_006-education_as_conservative_and_progressive.txt plain text: chapter_006-education_as_conservative_and_progressive.txt item: #7 of 26 id: chapter_007-democratic_conception_in_education author: Dewey title: Chapter 07: Democratic Conception in Education date: 1916 words: 7329 flesch: 50 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. keywords: education; humanity; ideal; individual; interests; life; nature; society; state cache: chapter_007-democratic_conception_in_education.txt plain text: chapter_007-democratic_conception_in_education.txt item: #8 of 26 id: chapter_008-aims_in_education author: Dewey title: Chapter 08: Aims in Education date: 1916 words: 4510 flesch: 62 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. keywords: activity; aim; aims; end; means cache: chapter_008-aims_in_education.txt plain text: chapter_008-aims_in_education.txt item: #9 of 26 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 words: 5047 flesch: 50 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. keywords: activities; aim; culture; development; education; efficiency; nature cache: chapter_009-nine_natural_development_and_social_efficiency_as_aims.txt plain text: chapter_009-nine_natural_development_and_social_efficiency_as_aims.txt item: #10 of 26 id: chapter_010-interest_and_discipline author: Dewey title: Chapter 10: Interest and Discipline date: 1916 words: 5726 flesch: 57 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. keywords: conditions; discipline; education; interest; matter; mind; things cache: chapter_010-interest_and_discipline.txt plain text: chapter_010-interest_and_discipline.txt item: #11 of 26 id: chapter_011-experience_and_thinking author: Dewey title: Chapter 11: Experience and Thinking date: 1916 words: 5187 flesch: 59 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. keywords: consequences; experience; knowledge; meaning; situation; things; thinking cache: chapter_011-experience_and_thinking.txt plain text: chapter_011-experience_and_thinking.txt item: #12 of 26 id: chapter_012-thinking_in_education author: Dewey title: Chapter 12: Thinking in Education date: 1916 words: 4665 flesch: 54 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. keywords: experience; material; problem; school; thinking; thought cache: chapter_012-thinking_in_education.txt plain text: chapter_012-thinking_in_education.txt item: #13 of 26 id: chapter_013-nature_of_method author: Dewey title: Chapter 13: Nature of Method date: 1916 words: 6196 flesch: 56 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. keywords: attitude; experience; material; matter; method; mind; subject; way cache: chapter_013-nature_of_method.txt plain text: chapter_013-nature_of_method.txt item: #14 of 26 id: chapter_014-nature_of_subject_matter author: Dewey title: Chapter 14: Nature of Subject Matter date: 1916 words: 5173 flesch: 53 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. keywords: experience; knowledge; life; matter; science; subject; subject matter; things cache: chapter_014-nature_of_subject_matter.txt plain text: chapter_014-nature_of_subject_matter.txt item: #15 of 26 id: chapter_015-play_and_work_in_the_curriculum author: Dewey title: Chapter 15: Play and Work in the Curriculum date: 1916 words: 4725 flesch: 51 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. keywords: activity; life; material; occupations; play; school; things; work cache: chapter_015-play_and_work_in_the_curriculum.txt plain text: chapter_015-play_and_work_in_the_curriculum.txt item: #16 of 26 id: chapter_016-significance_of_geography_and_history author: Dewey title: Chapter 16: Significance of Geography and History date: 1916 words: 4410 flesch: 53 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. keywords: experience; geography; history; life; meaning; nature; study cache: chapter_016-significance_of_geography_and_history.txt plain text: chapter_016-significance_of_geography_and_history.txt item: #17 of 26 id: chapter_017-science_in_the_course_of_study author: Dewey title: Chapter 17: Science in the Course of Study date: 1916 words: 4617 flesch: 50 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. keywords: experience; form; knowledge; men; science; subject; use cache: chapter_017-science_in_the_course_of_study.txt plain text: chapter_017-science_in_the_course_of_study.txt item: #18 of 26 id: chapter_018-educational_values author: Dewey title: Chapter 18: Educational Values date: 1916 words: 7397 flesch: 51 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. keywords: appreciation; education; experience; life; means; studies; study; thing; value cache: chapter_018-educational_values.txt plain text: chapter_018-educational_values.txt item: #19 of 26 id: chapter_019-labor_and_leisure author: Dewey title: Chapter 19: Labor and Leisure date: 1916 words: 4361 flesch: 46 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. keywords: education; fact; leisure; liberal; life; reason cache: chapter_019-labor_and_leisure.txt plain text: chapter_019-labor_and_leisure.txt item: #20 of 26 id: chapter_020-intellectual_and_practical_studies author: Dewey title: Chapter 20: Intellectual and Practical Studies date: 1916 words: 5698 flesch: 49 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. keywords: experience; knowledge; mind; objects; reason; sense; theory; things cache: chapter_020-intellectual_and_practical_studies.txt plain text: chapter_020-intellectual_and_practical_studies.txt item: #21 of 26 id: chapter_021-physical_and_social_studies_naturalism_and_humanism author: Dewey title: Chapter 21: Physical and Social Studies Naturalism and Humanism date: 1916 words: 5082 flesch: 49 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. keywords: greek; human; interest; knowledge; man; nature; science; studies cache: chapter_021-physical_and_social_studies_naturalism_and_humanism.txt plain text: chapter_021-physical_and_social_studies_naturalism_and_humanism.txt item: #22 of 26 id: chapter_022-individual_and_the_world author: Dewey title: Chapter 22: Individual and the World date: 1916 words: 5733 flesch: 47 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. keywords: beliefs; freedom; individual; knowledge; men; mind; self; world cache: chapter_022-individual_and_the_world.txt plain text: chapter_022-individual_and_the_world.txt item: #23 of 26 id: chapter_023-vocational_aspects_of_education author: Dewey title: Chapter 23: Vocational Aspects of Education date: 1916 words: 5514 flesch: 44 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. keywords: calling; conditions; education; life; occupation; present; vocation; work cache: chapter_023-vocational_aspects_of_education.txt plain text: chapter_023-vocational_aspects_of_education.txt item: #24 of 26 id: chapter_024-philosophy_of_education author: Dewey title: Chapter 24: Philosophy of Education date: 1916 words: 4173 flesch: 47 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. keywords: education; experience; life; matter; nature; philosophy cache: chapter_024-philosophy_of_education.txt plain text: chapter_024-philosophy_of_education.txt item: #25 of 26 id: chapter_025-theories_of_knowledge author: Dewey title: Chapter 25: Theories of Knowledge date: 1916 words: 4641 flesch: 51 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. keywords: activity; experience; knowing; knowledge; method; things cache: chapter_025-theories_of_knowledge.txt plain text: chapter_025-theories_of_knowledge.txt item: #26 of 26 id: chapter_026-theories_of_morals author: Dewey title: Chapter 26: Theories of Morals date: 1916 words: 5775 flesch: 54 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. keywords: action; activity; interest; knowledge; life; moral; school; self cache: chapter_026-theories_of_morals.txt plain text: chapter_026-theories_of_morals.txt