 | Samuel Chester Parker - 1912 - 540 sider
...most fundamental factor in the elementary curriculum. Coupled with Dewey's fundamental premise, that "the school cannot be a preparation for social life...except as it reproduces the typical conditions of social life," is the fundamental idea in his social psychology that industrial activities are the most... | |
 | Frank Pierrepont Graves - 1913 - 442 sider
...account." The plan for meeting these needs was found largely in the study of industries, on the ground that "the school cannot be a preparation for social life...except as it reproduces the typical conditions of social life." The means used in furnishing this industrial activity were evolved mainly along the lines... | |
 | Frank Pierrepont Graves - 1913 - 440 sider
...account." The plan for meeting these needs was found largely in the study of industries, on the ground that "the school cannot be a preparation for social life...except as it reproduces the typical conditions of social life." The means used in furnishing this industrial activity ing, sewing, and weaving, although... | |
 | Ellwood Patterson Cubberley - 1920 - 916 sider
...connecting the activities of the school closely with those of real life. Starting with the premises that " the school cannot be a preparation for social life except as it reproduces the typical conditions of social life"; that ''industrial activities are the most influential factors in determining the thought,... | |
 | Saint Louis (Mo.). Board of Education - 1920 - 654 sider
...principles which underly the organization of the Junior High School are these: 1. Dewcy's principle that the school cannot be a preparation for social life except as it reproduces within itself purified and idealized situations typical of soc'al life. 2. '[ hirteen year old children... | |
 | 1922 - 370 sider
...of mistakes (excesses if they be such), to these two fundamental principles: 1. Dewey's dictum that the school cannot be a preparation for social life, except as it reproduces within itself, purified and idealized, situations typical of social life. 2. Thirteen-year-old children... | |
 | Ellwood Patterson Cubberley - 1925 - 504 sider
...social insight, and causing each to shoulder a fair share of the work of government in the school. That "the school cannot be a preparation for social life...except as it reproduces the typical conditions of social life," and that "the school should be life, not a preparation for living," are fundamental parts... | |
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Starting with the premises that " the school cannot be a preparation for social life except as it reproduces the typical conditions of social life... 