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Table of Contents

  1. Titlepage
  2. Imprint
  3. Preface
  4. Democracy and Eduction
    1. I: Education as a Necessity of Life
      1. I: Renewal of Life by Transmission
      2. II: Education and Communication
      3. III: The Place of Formal Education
      4. Summary
    2. II: Education as a Social Function
      1. I: The Nature and Meaning of Environment
      2. II: The Social Environment
      3. III: The Social Medium as Educative
      4. IV: The School as a Special Environment
      5. Summary
    3. III: Education as Direction
      1. I: The Environment as Directive
      2. II: Modes of Social Direction
      3. III: Imitation and Social Psychology
      4. IV: Some Applications to Education
      5. Summary
    4. IV: Education as Growth
      1. I: The Conditions of Growth
      2. II: Habits as Expressions of Growth
      3. III: The Educational Bearings of the Conception of Development
      4. Summary
    5. V: Preparation, Unfolding, and Formal Discipline
      1. I: Education as Preparation
      2. II: Education as Unfolding
      3. III: Education as Training of Faculties
      4. Summary
    6. VI: Education as Conservative and Progressive
      1. I: Education as Formation
      2. II: Education as Recapitulation and Retrospection
      3. III: Education as Reconstruction
      4. Summary
    7. VII: The Democratic Conception in Education
      1. I: The Implications of Human Association
      2. II: The Democratic Ideal
      3. III: The Platonic Educational Philosophy
      4. IV: The “Individualistic” Ideal of the Eighteenth Century
      5. V: Education as National and as Social
      6. Summary
    8. VIII: Aims in Education
      1. I: The Nature of an Aim
      2. II: The Criteria of Good Aims
      3. III: Applications in Education
      4. Summary
    9. IX: Natural Development and Social Efficiency as Aims
      1. I: Nature as Supplying the Aim
      2. II: Social Efficiency as Aim
      3. III: Culture as Aim
      4. Summary
    10. X: Interest and Discipline
      1. I: The Meaning of the Terms
      2. II: The Importance of the Idea of Interest in Education
      3. III: Some Social Aspects of the Question
      4. Summary
    11. XI: Experience and Thinking
      1. I: The Nature of Experience
      2. II: Reflection in Experience
      3. Summary
    12. XII: Thinking in Education
      1. I: The Essentials of Method
      2. Summary
    13. XIII: The Nature of Method
      1. I: The Unity of Subject Matter and Method
      2. II: Method as General and as Individual
      3. III: The Traits of Individual Method
      4. IV: Responsibility
      5. Summary
    14. XIV: The Nature of Subject Matter
      1. I: Subject Matter of Educator and of Learner
      2. II: The Development of Subject Matter in the Learner
      3. III: Science or Rationalized Knowledge
      4. IV: Subject Matter as Social
      5. Summary
    15. XV: Play and Work in the Curriculum
      1. I: The Place of Active Occupations in Education
      2. II: Available Occupations
      3. III: Work and Play
      4. Summary
    16. XVI: The Significance of Geography and History
      1. I: Extension of Meaning of Primary Activities
      2. II: The Complementary Nature of History and Geography
      3. III: History and Present Social Life
      4. Summary
    17. XVII: Science in the Course of Study
      1. I: The Logical and the Psychological
      2. II: Science and Social Progress
      3. III: Naturalism and Humanism in Education
      4. Summary
    18. XVIII: Educational Values
      1. I: The Nature of Realization or Appreciation
      2. II: The Valuation of Studies
      3. III: The Segregation and Organization of Values
      4. Summary
    19. XIX: Labor and Leisure
      1. I: The Origin of the Opposition
      2. II: The Present Situation
      3. Summary
    20. XX: Intellectual and Practical Studies
      1. I: The Opposition of Experience and True Knowledge
      2. II: The Modern Theory of Experience and Knowledge
      3. III: Experience as Experimentation
      4. Summary
    21. XXI: Physical and Social Studies: Naturalism and Humanism
      1. I: The Historic Background of Humanistic Study
      2. II: The Modern Scientific Interest in Nature
      3. III: The Present Educational Problem
      4. Summary
    22. XXII: The Individual and the World
      1. I: Mind as Purely Individual
      2. II: Individual Mind as the Agent of Reorganization
      3. III: Educational Equivalents
      4. Summary
    23. XXIII: Vocational Aspects of Education
      1. I: The Meaning of Vocation
      2. II: The Place of Vocational Aims in Education
      3. III: Present Opportunities and Dangers
      4. Summary
    24. XXIV: Philosophy of Education
      1. I: A Critical Review
      2. II: The Nature of Philosophy
      3. Summary
    25. XXV: Theories of Knowledge
      1. I: Continuity Versus Dualism
      2. II: Schools of Method
      3. Summary
    26. XXVI: Theories of Morals
      1. I: The Inner and the Outer
      2. II: The Opposition of Duty and Interest
      3. III: Intelligence and Character
      4. IV: The Social and the Moral
      5. Summary
  5. Endnotes
  6. Colophon
  7. Uncopyright

Landmarks

  1. Democracy and Education
  2. Endnotes