A Critical Evaluation of the Type Study Plan as an Organizing Principle for Texts in American HistoryGeorge Peabody college for teachers, 1926 - 74 pages |
Common terms and phrases
Acadia Adam Smith American history American Revolution application bartian Charles child chronological clear clearly Common School course of study culture epoch theory curriculum effort Elements emphasis experience facts formal steps Garmo geography Germany grades growth Herbart Society Herbartian doctrines history text important interest interpretation Jena knowledge Königsberg large units later learning Macmillan McMurry means methods of instruction mind moral movement National nature nomic organizing principle Oscar Browning paragraph pedagogical perception Pestalozzi's phases pioneer history stories point of divergence political Port Royal practice present problem progress project method psychological approach pupil Queen Anne's War Rein relation relationships scrappy selected self-activity significance social studies Special Method stage of comparison standard texts subject matter subject-matter teacher teaching text book theory of apperception thought thought-masses tion topical method topics treated treatment type idea type study idea type study plan typical instance units of study Walter Page
Popular passages
Page 73 - Consequently, as the method was developed, it laid the main emphasis upon precisely that aspect of the training which the older text-book school entirely neglected — the training of the student in intellectual independence, in individual thinking, in digging out the principles through penetrating analysis of the material found within separate cases; material which contains, all mixed in with one another, both the facts, as life creates them, which generate the law, and at the same time rules of...
Page 9 - Sound education stands before me symbolized by a tree planted near fertilizing waters. A little seed, which contains the design of the tree, its form and proportions, is placed in the soil. See how it germinates and expands into trunk, branches, leaves, flowers, and fruit ! The whole tree is an uninterrupted chain of organic parts, the plan of which existed in its seed and root. Man is similar to the tree. In the new-born child arc hidden those faculties which are to unfold during life. The individual...
Page 72 - ... of many judicial decisions. The pupil has simply to accept them and to inscribe them so far as possible in his memory. In this way the scientific element of instruction is apparently excluded from the very first. Even though the representatives of this instruction certainly do regard law as a...
Page 72 - ... Even though the representatives of this instruction certainly do regard law as a science — that is to say, as a system of thought, a grouping of concepts to be satisfactorily explained by historical research and logical deduction — they are not willing to -teach this science, but only its results. The inevitable danger which appears to accompany this method of teaching is that of developing a mechanical, superficial instruction in abstract maxims, instead of a genuine intellectual probing...
Page 15 - The word interest stands in general for that kind of mental activity which it is the business of instruction to incite. Mere information does not suffice, for this we think of as a supply, or store, of facts, which a person might possess or lack and still remain the same being. But he who lays hold of his information and reaches out for more takes an interest in it.
Page 29 - A few important topics of European history are selected for full treatment in each grade from the fourth year on. They may precede or follow the American stories in the same grade. They are not mere supplements to American history, but important culture products for separate treatment. 3. The selection of these topics is based, not upon chronology, but upon the quality of the story, its spirit and setting, and its fitness to educate children of the given age.
Page 9 - ... before their eyes; tyrannically stop the delightful course of their unrestrained freedom; pen them up like sheep, whole flocks huddled together, in stinking rooms; pitilessly chain them for hours, days, weeks, months, years, to the contemplation of unattractive and monotonous letters, and (contrasted with their former condition) to a maddening course of life.
Page 13 - Many-sidedness is to be the basis of virtue; but the latter is an attribute of personality, hence it is evident that the unity of self-consciousness must not be impaired. The business of instruction is to form the person on many sides, and accordingly to avoid a distracting or dissipating effect. And instruction has successfully avoided this in the case of one who with ease surveys his well-arranged knowledge in all of its unifying relations and holds it together as his wry own.
Page 9 - As far as I am acquainted with popular instruction, it appears to me like a large house, whose uppermost story shines in splendor of highly finished art, but is occupied by only a few. In the middle story is a great crowd, but the stairs by which the upper one may be reached in an approved and respectable manner are wanting; if the attempt be made in a less regular way, the leg or arm used as a means of progress may be broken. In the lowest story is an immense throng of people, who have precisely...
Page 13 - But in order to realize the final aim another and nearer one must be set up. We may term it many-sidedness of interest. The word interest stands in general for that kind of mental activity which it is the business of instruction to incite. Mere information does not suffice; for this we think of as a supply or store of facts, which a person might possess or lack and still remain the same being. But he...