The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard. To the growth of the child all studies are subservient ; they are instruments valued as they serve the needs of growth. The Supervision of Instruction: A General Volume - Page 203by Arvil Sylvester Barr, William Henry Burton - 1926 - 626 pagesFull view - About this book
| Ella Flagg Young - 1901 - 442 pages
...and docile. Not so, says the other sect. The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone...needs of growth. Personality, character, is more than subject-matter. Not knowledge or information, but self-realization, is the goal. To possess all the... | |
| John Dewey - 1902 - 46 pages
...^igtjle^and_docile ._"^^n Not so, says the other sect. The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone...needs of growth. Personality, character, is more than subject-matter. Not knowledge or information, but self-realization, is the goal. /To pos^ sess all... | |
| John Dewey - 1902 - 44 pages
...,'starting-point, the "center, and the end. His /development, his growth, is the ideal. It alone I furnishes the standard. To the growth of the child...needs of growth. Personality, character, is more than subject-matter. Not knowledge or information, but self-realization, is the goal. To possess all the... | |
| 1926 - 570 pages
...Aid to Child Study. Quoting from Dr. Dewey — "The child is the starting point, the center, the end. His development, his growth, is the ideal, it alone...instruments, valued as they serve the needs of growth Literally we must take our stand with the child, and our departure from him, it is he and not the subject... | |
| 1928 - 478 pages
..."In every school there should be some significant subject matters undergoing growth and formulation." "To the growth of the child all studies are subservient....instruments valued as they serve the needs of growth." In progressive schools "the so-called class becomes the grouping for social purposes wherein diversity... | |
| Sylvia Farnham-Diggory - 1990 - 260 pages
...involved, not from the head of an academician. The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard . . . Personality, character, is more than subject-matter. Not knowledge or information, but self-realization... | |
| Gabriel Moran - 1997 - 257 pages
...recent book quotes Dewey as saying that "the child is the starting point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard." The author then comments on this passage: "In theory, this ideal is unassailable. In practice, it has... | |
| John Dewey - 1998 - 442 pages
...and docile. Not so, says the other sect. The child is the starting-point, the centre, and the end. His development, his growth, is the ideal. It alone...needs of growth. Personality, character, is more than subject-matter. Not knowledge or information, but self-realization, is the goal. To possess all the... | |
| Beate Rosenzweig - 1998 - 254 pages
...Curriculum. Chicago 1902, S. 13. Hier heißt es: „The Child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard." 272 Vgl. John Dewey, Demokratie und Erziehung, aaO, S. 186ff. 273 Karier, Individual, Society and Education,... | |
| Michael F. Reber - 2003 - 333 pages
...mean abandoning the notions of the disciplines. It simply means arranging things around the learner: "To the growth of the child all studies are subservient;...instruments valued as they serve the needs of growth" (ibid., 187). When teachers and parents think of curriculum they should think of two sides, the teacher's... | |
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