The Possibility of a Science of EducationUniversity of Chicago Press, 1903 - 126 sider |
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A.B. degree abstrac activity adaptation applied attainment attention attitude become child classification color theories color-blind consciousness considered coördination corporal punishment difficulty discipline dualistic educa educational problems educational science educational theory elementary school enable endeavor entirely ethical example experience experimental experimental psychology facts Fahrenheit fourth grade furnished further gained hand history of education important individual insight instinctive interest investigation knowledge learner learning material ment mental method mind myopia nature normal school Number of pupils objection observation Ontario opinion person phase possesses possible practical present principle profes professional training Professor proper properly psychology questions reconstruction regarding relation render scholarship school principal schoolroom science of education scientific basis selection shibboleths simply social stages static student teacher in training teaching teleological temperature thermometer things tion tional training course training of teachers training-schools true
Populære avsnitt
Side 34 - Binds it, and makes all error : and, to KNOW, Rather consists in opening out a way Whence the imprisoned splendor may escape, Than in effecting entry for a light Supposed to be without.
Side 7 - This is the whole province of pedagogy," as a general science. Its application to the conditions of a particular time, nation, family, and child, will be a matter of art, not of science. And "therefore, no concrete educational questions can be solved in terms of an universally valid science.
Side 116 - ... mind that it is after all abstract, and yet noteworthy as an abstraction. Teachers then do need a scientific training for their calling. Instinct, unchastened by science, is blindly self-confident, and when it goes astray its fall from grace is irreparable ; its very innocence then proves its doom. Teachers who know nothing of the reflective aspects of their calling, who do not try to comprehend as well as to love their pupils, who despise science because it cannot take the place of devotion...
Side 7 - In short, scientific pedagogy, far from telling the teacher finally and completely just what human nature is, and must be, and just what to do with it, will be limited to pointing out what does, on the whole, tend toward good order and toward the organization of impulses into character. "This is the whole province of pedagogy,
Side 18 - His students had such implicit confidence in his knowledge, and such reverence for his opinion, that after leaving him they no longer cared to think for themselves. They -were satisfied by the conclusions reached by a mind so much superior to their own, possessing a grasp and insight which they realised was so far in advance of anything they could ever hope to attain.
Side 22 - is a collection of the general principles or leading truths relating to any subject, arranged in systematic order.
Side 116 - The light dove, piercing in her easy flight the air and perceiving its resistance, imagines that flight would be easier still in empty space. It was thus that Plato left the world of sense, as opposing so many hindrances to our understanding, and ventured beyond on the wings of his ideas into the empty space of pure understanding. He did not perceive that he was making no progress by these endeavours, because he had no resistance as a fulcrum...
Side 104 - The observations were taken ten times a day for one week, the times of taking being as follows : At the beginning of school (9 AM); at end of...
Side 72 - College. — The woman-suffrage movement seems to me to be right, not so much for what it is in itself as for what it effects; it is in the line of the general elevation of the race ; it represents a higher civilization ; it increases the power of those things that make for righteousness. George 0.
Side 7 - ... innocence then proves its doom. Teachers who know nothing of the reflective aspects of their calling, who do not try to comprehend as well as to love their pupils, who despise science because it cannot take the place of devotion and of instinct, may indeed be successful, and in any case, as I just said, their state, so long as by chance they do not go far astray, is vastly better than the present state of those pedants who have heard of modern science, of nervecells, and of apperception, and...