Shaping Tomorrow S Education John Dewey S Edition 9 Books In One Volume

Musaicum Books presents to you this carefully created volume of "Shaping Tomorrow's Education: John Dewey's Edition - 9 Books in One Volume". This ebook has been designed and formatted to the highest digital standards and adjusted for readability on all devices. Contents: Democracy and Education: An Introduction to the Philosophy of Education The Child and the Curriculum The School and Society Schools Of To-morrow The Schools of Utopia Moral Principles in Education Interest and Effort in Education Health and Sex in Higher Education My Pedagogic Creed John Dewey (1859-1952) is one of the primary figures associated with the philosophy of pragmatism and is considered one of the founders of functional psychology. His ideas have been influential in education and social reform. Known for his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality.

Modern day efforts in education reform often call for an examination of "out-of-the-box" approaches that appear to be achieving promising outcomes. John Dewey and his daughter Evelyn took just that approach in preparation for their 1915 book SCHOOLS OF TO-MORROW. John Dewey's reputation by this time was well established-not only in the field of education but also in psychology and philosophy. Evelyn was an experienced teacher with a special interest in experimentation, becoming involved with the Bureau of Educational Experiments and assisting her father in his educational investigations. Both father and daughter were intensely interested in the plight of immigrant and other disadvantaged students. John Dewey, drawing heavily on the philosophy of Rousseau, envisions learning as a child's natural propensity, given his or her awareness of approaching adulthood. Educators tend, he believes, to overstress the traditional (one might say "unnatural") academic components of public education at the expense of the child's innate desire to learn how to be a successful adult. The text includes numerous real-life examples of teachers and students involved in the above approach, with photographs showing students engaged in learning. While these illustrations are taken from a century ago, one can easily imagine the same scenes with students involved in activities related to today's technological, economic, and scientific fields.

This Is A New Release Of The Original 1905 Edition.

This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.

Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

This antiquarian volume contains a comprehensive treatise on democracy and education, being an introduction to the 'philosophy of education'. Written in clear, concise language and full of interesting expositions and thought-provoking assertions, this volume will appeal to those with an interest in the role of education in society, and it would make for a great addition to collections of allied literature. The chapters of this book include: 'Education as a Necessity of Life'; 'Education as a Social Function'; 'Education as Direction'; 'Education as Growth'; 'Preparation, Unfolding, and Formal Discipline'; 'Education as Conservative and Progressive'; 'The Democratic Conception in Education'; 'Aims in Education', etcetera. We are republishing this vintage book now complete with a new prefatory biography of the author.

One of the most influential forces in the shaping of American education, the famed philosopher and psychologist John Dewey (1859–1952) believed in "viewing the education of the child in the light of the principles of mental activity and processes of growth made know by modern psychology." As the administrator of the University of Chicago's laboratory school — which he established in 1896 and which was one of the first such schools in the United States — Dewey came to the realization that learning was a process starting from uncertainty and growing from the impulse which must begin with experience, and the curriculum must be made to relate to the students' interests. The two books in this volume — both short, but extremely influential — grew out of Dewey's hands-on experience with the laboratory school and represent the earliest authoritative statement of his revolutionary emphasis on education as an experimental, child-centered process, In The School and Society, he declares that we must "make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated with the spirit of art, history, and science." In The Child and the Curriculum, he stresses the importance of the curriculum as a means of determining the environment of the child, and allowing the teacher to guide children in asserting themselves, exercising their capacities, and fulfilling the destinies of their own nature. Gathered in this single convenient volume, these thought-provoking contributions by one of America's greatest thinkers in the field of pedagogy will be immense interest to educators, psychologists, parents, and anyone interested in the psychology and philosophy of childhood education.