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action activity adapted adolescence ANSWER apperception applied attention Batavia cation chapter child Comenius concept consciousness correlation course of study declension Define definition desirable direct discipline doctrine educa efferent nerve effort elementary examination exercise experience expression fact faculty fatigue feeling give habit Herbart Herbartian Herbert Spencer high school human idea ideal Illustrate imagination impulses individual inheritance inhibition instincts instruction intellectual interest John Dewey judgment knowledge learning lesson literature manual training many-sided matter means memory ment mental Methods in Education methods of teaching mind mind-wandering moral nature nervous notion object oral organized perception period person Pestalozzi Philosophy of Education physical principle produce Psychology pupils race reason recitation Reflex action relation scholasticism school city self-activity self-realization sensation sense social spiritual possessions stimulus student suggestion teacher tendency terest term things thought tion vidual words York City
الصفحة 66 - Consciousness, then, does not appear to itself chopped up in bits. Such words as ' chain ' or ' train ' do not describe it fitly as it presents itself in the first instance. It is nothing jointed ; it flows. A ' river ' or a ' stream ' are the metaphors by which it is most naturally described.
الصفحة 22 - Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted -we must know what they mean. They must be translated into terms of their social equivalents— into terms of what they are capable of in the way of social service.
الصفحة 296 - I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use.
الصفحة 10 - I call therefore a complete and generous education that which fits a man to perform justly, skilfully, and magnanimously all the offices both private and public of peace and war.
الصفحة 15 - Believe that — all education proceeds by the participation of the individual in the social consciousness of the race.
الصفحة 95 - Seize the very first possible opportunity to act on every resolution you make, and on every emotional prompting you may experience in the direction of the habits you aspire to gain. It is not in the moment of their forming, but in the moment of their producing motor effects, that resolves and aspirations communicate the new 'set
الصفحة 250 - ... fact we care to retain. But this forming of associations with a fact, what is it but thinking about the fact as much as possible? Briefly, then, of two men with the same outward experiences and the same amount of mere native tenacity, the one who THINKS over his experiences most, and weaves them into systematic relations with each other, will be the one with the best memory.
الصفحة 242 - The teacher often is confronted in the schoolroom with an abnormal type of will, which we may call the 'balky will.' Certain children, if they do not succeed in doing a thing immediately, remain completely inhibited in regard to it: it becomes literally impossible for them to understand it if it be an intellectual problem, or to do it if it be an outward operation, as long as this particular inhibited condition lasts. Such children are usually treated as sinful, and are punished; or else the teacher...
الصفحة 194 - It behooves us to set before ourselves, and ever to keep clearly in view, complete living as the end to be achieved; so that in bringing up our children we may choose subjects and methods of instruction, with deliberate reference to this end.