Democracy and Education

Democracy and Education

By John Dewey.

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

Imprint

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Preface

The following pages embody an endeavor to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as