The Philosophy of EducationD. Appleton, 1887 - 286 من الصفحات |
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طبعات أخرى - عرض جميع المقتطفات
عبارات ومصطلحات مألوفة
absolute abstract acroamatic Æsop æsthetic Aristotle attention beautiful become Buddhism cation ceremonial character child Christianity church civilization Comenius conception consciousness Corporal punishment culture deed dependence distinction divine educa element Epicureans epoch essential ethical existence external freedom give Greek gymnastics habit Hegel hence human idea ideal imagination individual insight institutions instruction intellect Jesuitism knowledge labor Lamaism laws ligion limits living logical manifestation means ment method mind monkish moral nations nature necessary necessity obedience object organism particular passive pedagogical perception Persian phases phenomenology philosophy Philosophy of Education 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 talent teacher teaching theocratic theoretical things thinking activity tion true unity universal vidual virtue youth
مقاطع مشهورة
الصفحة 20 - ... 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.
الصفحة 29 - ... 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...
الصفحة 41 - 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.
الصفحة 39 - In the statute laws, punishment has the opposite office. It must, first of all, satisfy justice, and only after this is done can it attempt to improve the guilty. If a government should proceed on the same basis as the educator it would mistake its task, because 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...
الصفحة 28 - 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.