Contributions in Principles of Education, Issues 1-3Ohio State University Press, 1926 |
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Common terms and phrases
ability abstraction agricultural amount of transfer apply arithmetic basis behavior behavioristic boys cation chapter child classroom common element concept connection conscious course curriculum definite determine Dewey discussion doctrine dualism E. L. Educational Psychology E. L. Ibid E. L. Thorndike effect environment evidence example experimental fact factors faculty psychology fundamental Herbart Herbartianism ideal ideas identical elements implies improvement individual interpretation involved italics in original Kilpatrick knowledge Latin law of effect learner learning logical organization material means measure ment mind natural setting neurones object OHIO STATE UNIVERSITY physical position practice present principles problem procedure project method pupils purposeful activity question race experience reaction reasoning response result situation social solving specific Stevenson stimulus Stormzand subject matter substance theory suggested teacher teaching term theory of identical thing thinking Thorndike Thorndike's tical tion transfer of training words
Popular passages
Page 57 - To be plain, I own myself able to abstract in one sense, as when I consider some particular parts or qualities separated from others, with which, though they are united in some object, yet it is possible they may really exist without them. But I deny that I can abstract one from another, or conceive separately, those qualities which it is impossible should exist so separated ; or that I can frame a general notion by abstracting from particulars in the manner aforesaid.
Page 108 - Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience ; cease thinking of the child's experience as also something hard and fast ; see it as something fluent, embryonic, vital ; and we realize that the child and the curriculum are simply two limits which define a single process.
Page 48 - By a satisfying state of affairs is meant roughly one which the animal does nothing to avoid, often doing such things as attain and preserve it. By an annoying state of affairs is meant roughly one which the animal avoids or changes.
Page 91 - A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.
Page 91 - Since education is a social process, and there are many kinds of societies, a criterion for educational criticism and construction implies a particular social ideal. The two points selected by which to measure the worth of a form of social life are the extent in which the interests of a group are shared by all its*members, and the fullness a freedom with which it interacts with *bther groups.
Page 41 - A project is a problematic act carried to completion in its natural setting.
Page 82 - The science of education when it develops will like other sciences rest upon direct observations of and experiments on the influence of educational institutions and methods made and reported
Page 50 - Call the neurone, neurones, synapse, synapses, part of a neurone, part of a synapse, parts of neurones or parts of synapses — whatever makes up the path which is ready for conduction — a conduction unit. Then for a conduction unit ready to conduct to do so is satisfying, and for it not to do so is annoying.
Page 74 - The answer which I shall try to defend is that a change in one function alters any other only in so far as the two functions have as factors identical elements. The change in the second function is in amount that due to the change in the elements common to it and the first. The change is simply the necessary...
Page 16 - ... determined by the constitution of these two germs, that under certain circumstances he will see and hear and feel and act in certain ways. His intellect and morals, as well as his bodily organs and movements, are in part the consequence of the nature of the embryo in the first moment of its life.