John Dewey: The Philosophy of Education
Democracy & Education in USA, Moral Principles in Education, Health and Sex in Higher Education, The Child and the CurriculumBy John Dewey
Length32h 37m
About this audiobook
In this collection, author, John Dewey, examines the goals, forms, methods, and meaning of education. Throughout his works readers will be able to find out how to develop a winning philosophy of education, increase students' motivation and improve school environment.
Table of Contents:
Democracy and Education
The Child and the Curriculum
The School and Society
Schools Of To-morrow
The Schools of Utopia
Moral Principles in Education
Interest and Effort in Education
Health and Sex in Higher Education
My Pedagogic Creed
Audiobook details
GenreEducation and Learning
Length32 hrs 37 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateMay 8, 2019
LanguageEnglish
Table of contents
1John Dewey: The Philosophy of Education
38The Development of Attention
2Democracy and Education: An Introduction to the Philosophy of Education
39The Aim of History in Elementary Education
3Chapter One: Education as a Necessity of Life: Summary. It is the very nature of life to strive to continue in being
40Preface
4Chapter Two: Education as a Social Function: Summary. The development within the young of the attitudes and
41Chapter I. Education As Natural Development
5Chapter Three: Education as Direction: Summary. The natural or native impulses of the young do not agree with
42Chapter II. An Experiment In Education As Natural Development
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6Chapter Four: Education as Growth: Summary. Power to grow depends upon need for others and plasticity
43Chapter III. Four Factors In Natural Growth
7Chapter Five: Preparation, Unfolding, and Formal Discipline: Summary. The conception that the result of the educative process is
44Chapter IV. The Reorganization Of The Curriculum
8Chapter Six: Education as Conservative and Progressive: Summary. Education may be conceived either retrospectively or
45Chapter V. Play
9Chapter Seven: The Democratic Conception in Education: Summary. Since education is a social process, and there are many kinds
46Chapter VI. Freedom And Individuality
10Chapter Eight: Aims in Education: Summary. An aim denotes the result of any natural process brought to
47Chapter VII. The Relation Of The School To The Community
11Chapter Nine: Natural Development and Social Efficiency as Aims: Summary. General or comprehensive aims are points of view for surveying
48Chapter VIII. The School As A Social Settlement
12Chapter Ten: Interest and Discipline: Summary. Interest and discipline are correlative aspects of activity
49Chapter IX. Industry And Educational Readjustment
13Chapter Eleven: Experience and Thinking: Summary. In determining the place of thinking in experience we first
50Chapter X. Education Through Industry
14Chapter Twelve: Thinking in Education: Summary. Processes of instruction are unified in the degree in which
51Chapter XI. Democracy And Education
15Chapter Thirteen: The Nature of Method: Summary. Method is a statement of the way the subject matter of an
52The Schools of Utopia
16Chapter Fourteen: The Nature of Subject Matter: Summary. The subject matter of education consists primarily of the
53Introduction
17Chapter Fifteen: Play and Work in the Curriculum: Summary. In the previous chapter we found that the primary subject
54I. The Moral Purpose Of The School
18Chapter Sixteen: The Significance of Geography and History: Summary. It is the nature of an experience to have implications which
55II. The Moral Training Given By The School Community
19Chapter Seventeen: Science in the Course of Study: Summary. Science represents the fruition of the cognitive factors in
56III. The Moral Training From Methods Of Instruction
20Chapter Eighteen: Educational Values: Summary. Fundamentally, the elements involved in a discussion of value
57IV. The Social Nature Of The Course Of Study
21Chapter Nineteen: Labor and Leisure: Summary. Of the segregations of educational values discussed in the
58V. The Psychological Aspect Of Moral Education
22Chapter Twenty: Intellectual and Practical Studies: Summary. The Greeks were induced to philosophize by the increasing
59Outline
23Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism: Summary. The philosophic dualism between man and nature is reflected in
60Introduction
24Chapter Twenty-two: The Individual and the World: Summary. True individualism is a product of the relaxation of the grip
61I. Unified Versus Divided Activity
25Chapter Twenty-Three: Vocational Aspects of Education: Summary. A vocation signifies any form of continuous activity which
62II. Interest As Direct And Indirect
26Chapter Twenty-four: Philosophy of Education: Summary. After a review designed to bring out the philosophic issues
63III. Effort, Thinking, And Motivation
27Chapter Twenty-five: Theories of Knowledge: Summary. Such social divisions as interfere with free and full
64IV. Types Of Educative Interest
28Chapter Twenty-six: Theories of Morals: Summary. The most important problem of moral education in the school
65V. The Place Of Interest In The Theory Of Education
29The Child and the Curriculum
66Outline
30The School and Society
67Health and Sex in Higher Education
31The School and Social Progress
68My Pedagogic Creed
32The School and the Life of the Child
69Article One. What Education Is
33Waste in Education
70Article Two. What The School Is
34Three Years of the University Elementary School
71Article Three. The Subject-matter Of Education
35The Psychology of Elementary Education
72Article Four. The Nature Of Method
36Froebel's Educational Principles
73Article Five. The School And Social Progress
37The Psychology of Occupations
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