Educational ValuesMacmillan, 1911 - 267 من الصفحات |
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عبارات ومصطلحات مألوفة
ability acquired adjustment applied attitudes automatic basis C. G. Jung capacity chapter Clark University concepts conduct-controls consciousness controls of conduct conventional cues curriculum direct discussion E. L. Thorndike economic Educational Psychology educative materials educative process effective efficiency elementary elements emotional environment essential factors facts and principles focal formal fulfill function fundamental Galton genius Grade habit-building habits of skill heredity ideals ideas images important impulse individual influence instincts instruction investigations justified justment kinæsthetic knowledge meaning measure ment mental method natural selection nature one's onymous operation organism particular judgment past experience perception physical point of view possible practice prejudices preparatory value present problem pupil qualities race realized recognized reference relation represented response scientific method sensations sensory significant situation specific habits standards stimulus tastes teachers teaching tion tive utilitarian value William the Silent words
مقاطع مشهورة
الصفحة 216 - But it is one thing to admit that aesthetic culture is in a high degree conducive to human happiness; and another thing to admit that it is a fundamental requisite to human happiness. However important it may be, it must yield precedence to those kinds of culture which bear more directly upon the duties of life. As before hinted, literature and the fine arts are made possible by those activities which make individual and social life possible; and manifestly, that which is made possible, must be postponed...
الصفحة 186 - The very slight amount of variation in the nature of the data necessary to affect the efficiency of a function-group makes it fair to infer that no change in the data, however slight, is without effect on the function. The loss in the efficiency of a function trained with certain data, as we pass to data more and more unlike the first, makes it fair to infer that there is always a point where the loss is complete, a point beyond which the influence of the training has not extended.
الصفحة 70 - It is not the good and pious precepts, nor is it any other inculcation of pedagogic truths that have a moulding influence upon the character of the developing child, but what most influences him is the peculiarly affective state which is totally unknown to his parents and educators. The concealed discord between the parents, the secret worry, the repressed hidden wishes...
الصفحة 216 - Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.
الصفحة 186 - Improvement in any single mental function need not improve the ability in functions commonly called by the same name. It may injure it. Improvement in any single mental function rarely brings about equal improvement in any other function, no matter how similar, for the working of every mental function-group is conditioned by the nature of the data in each particular case.