The Greatest Works of John Dewey. Джон Дьюи
Читать онлайн книгу.
we have no choice save either to leave the child to his own unguided spontaneity or to inspire direction upon him from without. Action is response; it is adaptation, adjustment. There is no such thing as sheer self-activity possible—because all activity takes place in a medium, in a situation, and with reference to its conditions. But, again, no such thing as imposition of truth from without, as insertion of truth from without, is possible. All depends upon the activity which the mind itself undergoes in responding to what is presented from without. Now, the value of the formulated wealth of knowledge that makes up the course of study is that it may enable the educator to determine the environment of the child, and thus by indirection to direct. Its primary value, its primary indication, is for the teacher, not for the child. It says to the teacher: Such and such are the capacities, the fulfilments, in truth and beauty and behavior, open to these children. Now see to it that day by day the conditions are such that their own activities move inevitably in this direction, toward such culmination of themselves. Let the child's nature fulfil its own destiny, revealed to you in whatever of science and art and industry the world now holds as its own.
The case is of Child. It is his present powers which are to assert themselves; his present capacities which are to be exercised; his present attitudes which are to be realized. But save as the teacher knows, knows wisely and thoroughly, the race-expression which is embodied in that thing we call the Curriculum, the teacher knows neither what the present power, capacity, or attitude is, nor yet how it is to be asserted, exercised, and realized.
The School and Society
To
Mrs. Emmons Blaine
to whose interest in educational
reform
the appearance of this book
is due.
The School and Social Progress
The School and the Life of the Child
Three Years of the University Elementary School
The Psychology of Elementary Education
Froebel's Educational Principles
The Aim of History in Elementary Education
Author's Note
A second edition affords a grateful opportunity for recalling that this little book is a sign of the cooperating thoughts and sympathies of many persons. Its indebtedness to Mrs. Emmons Blaine is partly indicated in the dedication. From my friends, Mr. and Mrs. George Herbert Mead, came that interest, unflagging attention to detail, and artistic taste which, in my absence, remade colloquial remarks until they were fit to print, and then saw the results through the press with the present attractive results -- a mode of authorship made easy, which I recommend to others fortunate enough to possess such friends.
It would be an extended paragraph which should list all the friends whose timely and persisting generosity has made possible the school which inspired and defined the ideas of these pages. These friends, I am sure, would be the first to recognize the peculiar appropriateness of especial mention of the names Mrs. Charles R. Crane and Mrs. William R. Linn.
And the school itself in its educational work is a joint undertaking. Many have engaged in shaping it. The clear and experienced intelligence of my wife is wrought everywhere into its texture. The wisdom, tact and devotion of its instructors have brought about a transformation of its original amorphous plans into articulate form and substance with life and movement of their own. Whatever the issue of the ideas presented in this book, the satisfaction coming from the cooperation of the diverse thoughts and deeds of many persons in undertaking to enlarge the life of the child will abide.
Author's Note to Second Edition
The present edition includes slight verbal revision of the three lectures constituting the first portion of the book. The latter portion is included for the first time, containing material borrowed, with some changes, from the author's contributions to the Elementary School Record, long out of print.
The writer may perhaps be permitted a word to express his satisfaction that the educational point of view presented in this book is not so novel as it was fifteen years ago; and his desire to believe that the educational experiment of which the book is an outgrowth has not been without influence in the change.
J.D.
New York City
July, 1915
Chapter 1:
The School and Social Progress
We are apt to look at the school from an individualistic standpoint, as something between teacher and pupil, or between teacher and parent. That which interests us most is naturally the progress made by the individual child of our acquaintance, his normal physical development, his advance in ability to read, write, and figure, his growth in the knowledge of geography and history, improvement in manners, habits of promptness, order, and industry -- it is from such standards as these that we judge the work of the school. And rightly so. Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy. All that society has accomplished for itself is put, through the agency of the school, at the disposal of its future members. All its better thoughts of itself it hopes to realize through the new possibilities thus opened to its future self. Here individualism and socialism are at one. Only by being true to the full growth of all the individuals who make it up, can society by any chance be true to itself. And in the self-direction thus given, nothing counts as much as the school, for, as Horace Mann said, " Where anything is growing, one former is worth a thousand re-formers."
Whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader, or social view. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details-- and this is the plane upon which it is too customary to consider school changes. It is as rational to conceive of the locomotive or the telegraph as personal devices. The modification going on in the method and curriculum of education is as much a product of the changed social situation, and as much an effort to meet the needs of the new society that is forming, as are changes in modes of industry and commerce.
It is to this, then, that I especially ask your attention: the effort to conceive what roughly may be termed the "New Education" in the light of larger changes in society. Can we connect this "New Education" with