The Philosophy of EducationD. Appleton, 1886 - 286 páginas |
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Página xix
... institutions ( p . 129 ) ; general education to be given to all citizens in the elementary schools ; Real- schule , Gymnasium , and university ( p . 130 ) ; self - educated men compared with university educated men ( p . 131 ) ...
... institutions ( p . 129 ) ; general education to be given to all citizens in the elementary schools ; Real- schule , Gymnasium , and university ( p . 130 ) ; self - educated men compared with university educated men ( p . 131 ) ...
Página xxii
... institutions , and it furnishes the basis of national education ( p . 190 ) ; the mean- ing of pietas ; Des Coulanges and ancestor - worship ; Hegel's defini- tion of Geist ( p . 191 ) . §179 . National education includes three systems ...
... institutions , and it furnishes the basis of national education ( p . 190 ) ; the mean- ing of pietas ; Des Coulanges and ancestor - worship ; Hegel's defini- tion of Geist ( p . 191 ) . §179 . National education includes three systems ...
Página xxvi
... institutions as secure the common good of all without suppressing the individuality of each . The best institution enables each of its members to participate to the greatest degree in the good of all , and it encourages self - activity ...
... institutions as secure the common good of all without suppressing the individuality of each . The best institution enables each of its members to participate to the greatest degree in the good of all , and it encourages self - activity ...
Página xxvii
... institutions of civilization - civil society , the family , the state ; relation of La- maism to Christian monasticism ; Abbé Huc ( p . 255 ) ; explanation of the effect of the three vows ( p . 256 ) . § 241. Monkish discipline— fasts ...
... institutions of civilization - civil society , the family , the state ; relation of La- maism to Christian monasticism ; Abbé Huc ( p . 255 ) ; explanation of the effect of the three vows ( p . 256 ) . § 241. Monkish discipline— fasts ...
Página 1
... institutions of the family and civil society , as well as of the state ) ; it presupposes also the science of anthropology , in which is treated the relation of the human mind to nature . Nature conditions the development of the in ...
... institutions of the family and civil society , as well as of the state ) ; it presupposes also the science of anthropology , in which is treated the relation of the human mind to nature . Nature conditions the development of the in ...
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Términos y frases comunes
absolute abstract acroamatic æsthetic Apollonius of Tyana Aristotle attention beautiful become Buddhism cation ceremonial character chivalric chivalry Christian church civilization Comenius conception consciousness culture deed distinction divine duty educa element Epicureans epoch essential ethical existence external freedom German give Greece Greek gymnastics habit hence human idea ideal imagination individual insight institutions instruction intellect Jesuitism knowledge labor Lamaism limits logical manifestation means ment method mind moral nations nature necessary necessity obedience object particular passive pedagogical perception Persian phases phenomenology philosophy PHILOSOPHY OF EDUCATION Phoenician Pietism political practical presupposes principle Protestantism psychology punishment pupil quietism race re-enforce realized relation religion religious feeling Roman Rosenkranz science of education self-activity sense sense-perception social spirit stage standpoint Stoicism system of education taught teacher teaching theocratic things tion unity universal vidual virtue youth
Pasajes populares
Página 278 - Our Need of it. — Is there a Social Science?— Nature of the Social Science. — Difficulties of the Social Science. — Objective Difficulties. — Subjective Difficulties, Intellectual...
Página 12 - ... in order to distinguish these. "Breaking" consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to himself. On the other hand, it is the nature of Education only to assist in the producing of that which the subject would strive most earnestly to develop for himself if he had a clear idea of himself.
Página 21 - ... when deprived of the antithesis of an earnest, set task, but he undermines his respect for real existence. On the other hand, if he does not give him space, time, and opportunity, for play, he prevents the peculiarities of his pupil from developing freely through the exercise of his creative ingenuity. Play sends the pupil back refreshed to his work, since in play he forgets himself in his own way, while in work he is required to forget himself in a manner prescribed for him by another. —Play...
Página 11 - Mind is in itself free ; but, if it does not actualize this possibility, it is in no true sense free, either for itself or for another. Education is the influencing of man by man, and it has for its end to lead him to actualize himself through his own efforts. The attainment of perfect manhood as the actualization of the freedom essential to mind constitutes the nature of education in general.
Página 33 - The youth is generally whipped, and this kind of punishment, provided always that it is not too often administered or with undue severity, is the proper way of dealing with wilful defiance, with obstinate carelessness, or with a really perverted will, so long or so often as the higher perception is closed against appeal.
Página 20 - This activity of the mind in allowing itself to be absorbed, and consciously so, in an object with the purpose of making it his own, or of producing it, is Work. But when the mind gives itself up to its objects as chance may present them or through arbitrariness, careless as to whether they have any result, such activity is Play. Work is laid out for the pupil by his teacher by authority, but in his play he is left to himself.
Página 32 - ... it has to deal with adults, whom it elevates to the honorable position of responsibility for their own acts. The state must not go back to the psychological ethical genesis of a negative deed. It must assign to a secondary rank of importance the biographical moment which contains the deed in process and the circumstances of a mitigating character, -and it must consider first of all the deed in itself. It is quite otherwise with the educator ; for he deals with human beings who are relatively...
Página 22 - ... foreign to its own nature. This identity of consciousness, and the special character of anything done or endured by it, we call Habit [habitual conduct or behavior]. It conditions formally all progress ; for that which is not yet become habit, but which we perform with design and an exercise of our will, is not yet a part of ourselves.
Página 74 - For the very reason that the shadow-side is not wanting here, and that we find envy, vanity, evil desire, ingratitude, craftiness, and deceit, among these fathers of the race and leaders of " God's chosen people," have these stories so great an educational value.
Página 74 - The b^st literature for children from their seventh to their fourteenth years," says Rosenkranz, "consists always of that which is honored by nations and the world at large, "and if the books I have mentioned are objected to, choose at any rate others that have stood the test of time and a jury that may be said to comprise universal humanity.