Foundations of Educational SociologyMacmillan, 1924 - 447 sider |
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ability activities adults analysis appreciation attitudes basis cation chapter child church citizenship civic co-operation common conduct conservatism course crowd crowd psychology culture curriculum demands democracy Democracy and Education democratic developed discussion economic educa Educational Sociology effective efficiency elements experience extent FALSE TRUE FALSE function Georgette Crepe give grades habits high school ideals ideas Illustrate individual institutions interests involved job analysis Lack learning living matter means measure ment Method of Agreement methods moral objectives organization personal equation persons play political practice preparation present principle principle of relative problems Professor progress Psychology pupils reason relative religious respect scientific scientific method situation Snedden social control society specific spirit subject-matter systematic teacher teaching tests things tion traits TRUE FALSE TRUE type group Vocational Education vocational guidance
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Side 57 - How to live ? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense.
Side 60 - The question which we contend is of such transcendent moment, is, not whether such or such knowledge is of worth, but what is its relative worth? When they have named certain advantages which a given course of study has secured them, persons are apt to assume that they have justified themselves: quite forgetting that the adequatencss of the advantages is the point to be judged.
Side 157 - As the husband is, the wife is: thou art mated with a clown, And the grossness of his nature will have weight to drag thee down.
Side 307 - This commission, therefore, regards the following as the main objectives of education: 1. Health. 2. Command of fundamental processes. 3. Worthy home membership. 4. Vocation. 5. Citizenship. 6. Worthy use of leisure. 7. Ethical character.
Side 57 - How to live ? that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem, is — the right ruling of conduct in all directions under all circumstances. In what way to treat the body ; in what way to treat the mind ; in what way to manage our affairs ; in what way to bring up a family ; in what way to behave as a citizen ; in what way to utilize all those sources of happiness which nature...
Side 61 - Could a man be secure That his days would endure As of old, for a thousand long years, What things might he know ! What deeds might he do! And all without hurry or care.
Side 20 - Since every man who lives is born to die, And none can boast sincere felicity, With equal mind what happens let us bear, Nor joy nor grieve too much for things beyond our care. Like pilgrims to the appointed place we tend; The world's an inn, and death the journey's end.
Side 60 - Any one who should learn the distances between all the towns in England, might, in the course of his life, find one or two of the thousand facts he had acquired of some slight service when arranging a journey. Gathering together all the small gossip of a county, profitless occupation as it would be, might yet occasionally help to establish some useful fact — say, a good example of hereditary transmission.
Side 304 - ... whim nor the accidental association of ideas, but one for the relative importance of which he has scientific evidence. That will mean that the few large aims of education of the older day, like culture, citizenship, initiative, etc., shall be replaced with ten or twenty thousand very specific objectives in the form of abilities to do particular things on the part of pupils, each to be consciously and purposefully pursued with the school subjects as means.
Side 29 - Now this is the Law of the Jungle — as old and as true as the sky; And the Wolf that shall keep it may prosper, but the Wolf that shall break it must die. As the creeper that girdles the tree-trunk the Law runneth forward and back — For the strength of the Pack is the Wolf, and the strength of the Wolf is the Pack.