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Democracy and Education: An Introduction to the Philosophy of Education: "Cover"

Democracy and Education: An Introduction to the Philosophy of Education
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table of contents
  1. Front Matter
    1. Transcriber's Note
    2. Table of Contents
  2. Chapter One: Education as a Necessity of Life
    1. Summary: Chapter 1
  3. Chapter Two: Education as a Social Function
    1. Summary: Chapter 2
  4. Chapter Three: Education as Direction
    1. 1. The Environment as Directive.
    2. 2. Modes of Social Direction.
    3. 3. Imitation and Social Psychology
    4. 4. Some Applications to Education
    5. Summary: Chapter 3
  5. Chapter Four: Education as Growth
    1. 1. The Conditions of Growth.
    2. 2. Habits as Expressions of Growth
    3. 3. The Educational Bearings of the Conception of Development
    4. Summary: Chapter 4
  6. Chapter Five: Preparation, Unfolding, and Formal Discipline
    1. 1. Education as Preparation
    2. 2. Education as Unfolding
    3. 3. Education as Training of Faculties
    4. Summary: Chapter 5
  7. Chapter Six: Education as Conservative and Progressive
    1. 1. Education as Formation
    2. 2. Education as Recapitulation and Retrospection
    3. 3. Education as Reconstruction
    4. Summary: Chapter 6
  8. Chapter Seven: The Democratic Conception in Education
    1. 1. The Implications of Human Association
    2. 2. The Democratic Ideal
    3. 3. The Platonic Educational Philosophy
    4. 4. The "Individualistic" Ideal of the Eighteenth Century
    5. 5. Education as National and as Social
    6. Summary: Chapter 7
  9. Chapter Eight: Aims in Education
    1. 1. The Nature of an Aim.
    2. 2. The Criteria of Good Aims
    3. 3. Applications in Education
    4. Summary: Chapter 8
  10. Chapter Nine: Natural Development and Social Efficiency as Aims
    1. 1. Nature as Supplying the Aim.
    2. 2. Social Efficiency as Aim.
    3. 3. Culture as Aim.
    4. Summary: Chapter 9
      1. 1 Donaldson, Growth of Brain, p. 356.
  11. Chapter Ten: Interest and Discipline
    1. 1. The Meaning of the Terms.
    2. 2. The Importance of the Idea of Interest in Education.
    3. 3. Some Social Aspects of the Question.
    4. Summary: Chapter 10
  12. Chapter Eleven: Experience and Thinking
    1. 1. The Nature of Experience.
    2. 2. Reflection in Experience.
    3. Summary: Chapter 11
  13. Chapter Twelve: Thinking in Education
    1. 1. The Essentials of Method.
    2. Summary: Chapter 12
  14. Chapter Thirteen: The Nature of Method
    1. 1. The Unity of Subject Matter and Method.
    2. 2. Method as General and as Individual.
    3. 3. The Traits of Individual Method.
    4. Summary: Chapter 13
  15. Chapter Fourteen: The Nature of Subject Matter
    1. 1. Subject Matter of Educator and of Learner.
    2. 2. The Development of Subject Matter in the Learner.
    3. 3. Science or Rationalized Knowledge.
    4. 4. Subject Matter as Social.
    5. Summary: Chapter 14
  16. Chapter Fifteen: Play and Work in the Curriculum
    1. 1. The Place of Active Occupations in Education.
    2. 2. Available Occupations.
    3. 3. Work and Play.
    4. Summary: Chapter 15
  17. Chapter Sixteen: The Significance of Geography and History
    1. 1. Extension of Meaning of Primary Activities.
    2. 2. The Complementary Nature of History and Geography.
    3. 3. History and Present Social Life.
    4. Summary: Chapter 16
  18. Chapter Seventeen: Science in the Course of Study
    1. 1. The Logical and the Psychological.
    2. 2. Science and Social Progress.
    3. 3. Naturalism and Humanism in Education.
    4. Summary: Chapter 17
  19. Chapter Eighteen: Educational Values
    1. 1. The Nature of Realization or Appreciation.
    2. 2. The Valuation of Studies.
    3. Summary: Chapter 18
  20. Chapter Nineteen: Labor and Leisure
    1. 1. The Origin of the Opposition.
    2. 2. The Present Situation.
    3. Summary: Chapter 19
  21. Chapter Twenty: Intellectual and Practical Studies
    1. 1. The Opposition of Experience and True Knowledge.
    2. 2. The Modern Theory of Experience and Knowledge
    3. 3. Experience as Experimentation.
    4. Summary: Chapter 20
  22. Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism
    1. 1. The Historic Background of Humanistic Study.
    2. 2. The Modern Scientific Interest in Nature.
    3. 3. The Present Educational Problem.
    4. Summary: Chapter 21
  23. Chapter Twenty-two: The Individual and the World
    1. 1. Mind as Purely Individual.
    2. 2. Individual Mind as the Agent of Reorganization.
    3. 3. Educational Equivalents.
    4. Summary: Chapter 22
  24. Chapter Twenty-Three: Vocational Aspects of Education
    1. 1. The Meaning of Vocation.
    2. 2. The Place of Vocational Aims in Education.
    3. 3. Present Opportunities and Dangers.
    4. Summary: Chapter 23
  25. Chapter Twenty-four: Philosophy of Education
    1. 1. A Critical Review.
    2. 2. The Nature of Philosophy.
    3. Summary: Chapter 24
  26. Chapter Twenty-five: Theories of Knowledge
    1. 1. Continuity versus Dualism.
    2. 2. Schools of Method.
    3. Summary: Chapter 25
  27. Chapter Twenty-six: Theories of Morals
    1. 1. The Inner and the Outer.
    2. 2. The Opposition of Duty and Interest.
    3. 3. Intelligence and Character.
    4. 4. The Social and the Moral.
    5. Summary: Chapter 26
  28. THE FULL PROJECT GUTENBERG LICENSE

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