Philosophy

Democracy and Education An Introduction to the Philosophy of Education

By John Dewey

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Length15h 33m

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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.

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GenrePhilosophy

Length15 hrs 33 mins

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FormateBook with Audio

Publish dateMay 10, 2022

LanguageEnglish

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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