Democracy and Education An Introduction to the Philosophy of Education
By John Dewey
Length15h 33m
About this audiobook
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education.
Audiobook details
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GenrePhilosophy
Length15 hrs 33 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateMay 10, 2022
LanguageEnglish
Table of contents
1Chapter One
2Summary. It is the very nature of life to strive to continue in being.
3Chapter Two
4Summary. The development within the young of the attitudes and
5Chapter Three
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6Summary. The natural or native impulses of the young do not agree with
7Chapter Four
8Summary. Power to grow depends upon need for others and plasticity.
9Chapter Five
10Summary. The conception that the result of the educative process is
11Chapter Six
12Summary. Education may be conceived either retrospectively or
13Chapter Seven
14Summary. Since education is a social process, and there are many kinds
15Chapter Eight
16Summary. An aim denotes the result of any natural process brought to
17Chapter Nine
18Summary. General or comprehensive aims are points of view for surveying
19Chapter Ten
20Summary. Interest and discipline are correlative aspects of activity
21Chapter Eleven
22Summary. In determining the place of thinking in experience we first
23Chapter Twelve
24Summary. Processes of instruction are unified in the degree in which
25Chapter Thirteen
26Summary. Method is a statement of the way the subject matter of an
27Chapter Fourteen
28Summary. The subject matter of education consists primarily of the
29Chapter Fifteen
30Summary. In the previous chapter we found that the primary subject
31Chapter Sixteen
32Summary. It is the nature of an experience to have implications which
33Chapter Seventeen
34Summary. Science represents the fruition of the cognitive factors in
35Chapter Eighteen
36Summary. Fundamentally, the elements involved in a discussion of value
37Chapter Nineteen
38Summary. Of the segregations of educational values discussed in the
39Chapter Twenty
40Summary. The Greeks were induced to philosophize by the increasing
41Chapter Twenty-one
42Summary. The philosophic dualism between man and nature is reflected in
43Chapter Twenty-two
44Summary. True individualism is a product of the relaxation of the grip
45Chapter Twenty-Three
46Summary. A vocation signifies any form of continuous activity which
47Chapter Twenty-four
48Summary. After a review designed to bring out the philosophic issues
49Chapter Twenty-five
50Summary. Such social divisions as interfere with free and full
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