Democracy and Education: An Introduction to the Philosophy of Education
By John Dewey
Length15h 21m
About this audiobook
John Dewey’s foundational work in education theory emphasizes the importance of learning as a social and interactive process. It advocates for progressive education methods, where students actively engage with their environment and critical thinking is prioritized. This text remains central to discussions of educational reform and philosophy.
Audiobook details
GenrePhilosophy
Length15 hrs 21 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateJan 1, 1916
LanguageEnglish
Table of contents
1by John Dewey
28Chapter Fourteen: The Nature Of Subject Matter
2Chapter One: Education As A Necessity Of Life
29Summary. The Subject Matter Of Education Consists Primarily Of The
3Summary. It Is The Very Nature Of Life To Strive To Continue In Being
30Chapter Fifteen: Play And Work In The Curriculum
4Chapter Two: Education As A Social Function
31Summary. In The Previous Chapter We Found That The Primary Subject
5Summary. The Development Within The Young Of The Attitudes And
32Chapter Sixteen: The Significance Of Geography And History
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6Chapter Three: Education As Direction
33Summary. It Is The Nature Of An Experience To Have Implications Which
7Summary. The Natural Or Native Impulses Of The Young Do Not Agree With
34Chapter Seventeen: Science In The Course Of Study
8Chapter Four: Education As Growth
35Summary. Science Represents The Fruition Of The Cognitive Factors In
9Summary. Power To Grow Depends Upon Need For Others And Plasticity
36Chapter Eighteen: Educational Values
10Chapter Five: Preparation, Unfolding, And Formal Discipline
37Summary. Fundamentally, The Elements Involved In A Discussion Of Value
11Summary. The Conception That The Result Of The Educative Process Is
38Chapter Nineteen: Labor And Leisure
12Chapter Six: Education As Conservative And Progressive
39Summary. Of The Segregations Of Educational Values Discussed In The
13Summary. Education May Be Conceived Either Retrospectively Or
40Chapter Twenty: Intellectual And Practical Studies
14Chapter Seven: The Democratic Conception In Education
41Summary. The Greeks Were Induced To Philosophize By The Increasing
15Summary. Since Education Is A Social Process, And There Are Many Kinds
42Chapter Twenty-one: Physical And Social Studies: Naturalism And Humanism
16Chapter Eight: Aims In Education
43Summary. The Philosophic Dualism Between Man And Nature Is Reflected In
17Summary. An Aim Denotes The Result Of Any Natural Process Brought To
44Chapter Twenty-two: The Individual And The World
18Chapter Nine: Natural Development And Social Efficiency As Aims
45Summary. True Individualism Is A Product Of The Relaxation Of The Grip
19Summary. General Or Comprehensive Aims Are Points Of View For Surveying
46Chapter Twenty-three: Vocational Aspects Of Education
20Chapter Ten: Interest And Discipline
47Summary. A Vocation Signifies Any Form Of Continuous Activity Which
21Summary. Interest And Discipline Are Correlative Aspects Of Activity
48Chapter Twenty-four: Philosophy Of Education
22Chapter Eleven: Experience And Thinking
49Summary. After A Review Designed To Bring Out The Philosophic Issues
23Summary. In Determining The Place Of Thinking In Experience We First
50Chapter Twenty-five: Theories Of Knowledge
24Chapter Twelve: Thinking In Education
51Summary. Such Social Divisions As Interfere With Free And Full
25Summary. Processes Of Instruction Are Unified In The Degree In Which
52Chapter Twenty-six: Theories Of Morals
26Chapter Thirteen: The Nature Of Method
53Summary. The Most Important Problem Of Moral Education In The School
27Summary. Method Is A Statement Of The Way The Subject Matter Of An
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