Democracy and Education/Index
INDEX
Absolute, philosophic ideal of, 67–70, 79.
Abstract, good and bad sense of, 264–265, 266, 270. See also Concrete.
Abstract knowledge, 223.
Abstraction, in Locke's theories, 312.
Academic seclusion, effect of, 416.
Accommodation, a form of habituation, 56, 59, 60. See also Habit.
Activities, how their meanings become extended, 243–244, 255, 270; industrial, really cultural, 338; mechanical, 58, cause of, 167; practical, conditions making them narrow, 190–191, 319; school, under controlled conditions, 320. See also Occupations, active.
Activity, the freeing of, 123; imagination as well as muscles involved, 277–278; as opposed to knowledge—early conception, 306–311, modern theory, 311–317; vs. mind, 402, 405, the opposition reconciled, 403–404, 418; motive divorced from consequences, 402, 405–406; vs. passivity, in learning, 390; physical, historic reason for its neglect in higher education, 322; purposive, defined and illustrated, 403; as related to stimulus, 29–30, 73. See also Capricious activity; Routine.
Acts, all social, 414–415.
Administration, school, its duty to provide adequate facilities, 114; the measure of its worth, 415; as forming a trinity with methods and subject matter, 193.
Æsthetic appreciation, as determined by environment, 21–22.
Æsthetic interests vs. economic, 381–383.
Affection, in relation to motivation, 147.
Aim, conditions which make an aim possible, 118–119; nature of, 117–121, 124–126, 129, 205–206, 417, 418.
Aim of education, as such, does not exist, 125; as stated at various times, 130–131; defects and needs of the time reflected in stated aim, 130, 147.
Aims in education, general discussion, 117–129, 376, summary, 129; clash of aims explained, 160; not furnished by native powers of man, 133; general, use of, 130, 144, 285; in relation to interest, 147, 161; isolated, origin of, 388; social, need of clearer conception, 113, conflict with nationalistic 113, 116; vocational, their place in education, 360–364, 374. See also Interests; Values.
Aliens, why considered enemies by savages, 99.
American public school an assimilative force, 26.
Amiability, moral nature of, 415.
Animals, education of, 14–15.
"Answers," harm done by excessive zeal for, 206.
nature, of man denied, 28–29; of gangs or cliques, 99.
Antitheses, see Dualisms.
Apperceiving organs, in Herbart's theory, 82.
Application, in Herbart's theory, 83.
Appreciation, the nature of, 271–291, 291–292; as wide in scope as education, 276.
Apprenticeship, earliest form of, 9; the vocational education of the past, 364.
Aristotle, educational theories of, 295–298; conception of experience and reason, 306; on relation between man and nature, 325–326; permanent truths in his philosophy, 299; opposition to Plato's teaching, 412. See also Athens; Dualisms; Greeks; Philosophy; Plato; Socrates; Sophists.
Art, as exemplifying ideal of interest, 159, 242; the use of, 241. See also Fine arts; Music; Painting.
Artificiality of school learning, 190.
Arts, fine vs. industrial, 274, 276, 278.
Athens, conditions in, as influencing philosophy, 307, 322. See also Aristotle; Dualisms; Philosophy; Plato; Socrates; Sophists.
Attention, the remedy for momentary lack of, 410. See also Interest.
Authority, vs. freedom, 340, 357, 390; relied upon to save trouble of thinking, 394.
Autocracy, aim of education in, 363.
Bacon, Francis, his appeal to experience, 311; attitude toward truth, 342; union of naturalism and humanism, 330–331.
Balance, of powers in education, 288–289, 376; of interests, how to attain better, 387.
Barbarian Europe, its culture not a native product, 338; influence on education, 327, 338. See also Feudalism; Middle Ages.
Beings, distinction between animate and inanimate, 1–4.
Belief, superficial, negating responsibility, 210.
Beliefs, vs. knowledge, 393; revision after Middle Ages, 345–346, 356.
Benevolence, often dictatorial, 141.
Biology, its contribution to a democratic theory of knowledge, 401; testimony to the continuity of man and nature, 333, 377, 392–393. to unequal natural endowment, 137.
Body and mind, opposition of, 165–169, 177, 191, 340, 358, 373, 377, 378, 391; in Aristotle's theory, 299; interdependence shown by physiology and psychology, 391–392. See also Dualisms; Physical vs. psychical.
Body vs. soul, 391, 402. See also Dualisms; Physical vs. psychical.
Botany, connection with life, 235.
Brain, office of, 391–392.
Business, its contribution to life, 290. See also Commerce; Labor vs. leisure; Vocation.
Capacities, irregular development of, 136. See also Disposition; Instincts.
Capacity, double meaning of word, 49; how to teach limitation of, 231, 232.
Capital vs. labor, the problem of the day, 366–367. See also Dualisms.
Capitalism, following upon industrial revolution, 331.
Capricious activity, contrasted with educative activity or experience, 90–91, 361, 397, with continuity, 392, 407, with thoughtful action, 171, 181; fatal to aim, 119; negated by vocational aim, 361, by knowledge, 397. See also Activities; Activity.
Carlyle, on the "cash nexus," 350.
Character, the aim of school instruction and discipline, 402, 418; definition, 370; definition of the character which education should form, 418; why not developed by school education, 184, 221; as developed by primitive education, 10; vs. conduct, 402, 418; vs. intelligence, 410–414, 418. See also Conduct; Disposition; Dualisms.
Chastity, moral nature of, 415.
"Check and balance" theory, see Balance of powers.
Child labor, prevention a social duty, 230.
Child study, as modifying course of study, 228, 368; as a guide to individual method, 203. See also Psychology.
Childhood, a positive not a negative state, 49–50, 59, 63.
Christianity, as refuge from the world, 405.
Church, influence on education, 327, 338; conflict with science, 381.
Civilization, its factors, 44–45.
Class distinctions, in Plato's philosophy, 102–106, 112, 115, 305; in feudalism, 142, in eighteenth century, 107, 137, 138, n1; in Hegel's philosophy, 70; at present, 98, 113–114, 160, 191, 294, 300, 304, 363; paralleled in educational world, 160, 290–291, 292, in conflict of applied and pure science, 268–269, in distinction between rational and empirical knowledge, 389, in various other dualisms, 377, 388, 400–401; danger that vocational education may perpetuate, 139–140, 371–373, possibility that it may obliterate, 373–374. See also Social situation.
Commerce, as a socializing force, 349. See also Business; Labor vs. leisure; Vocation.
Communication, definition, 11, 255; always educative, 6–7, 11; extending the meaning of experience, 255; making possible the continuance of society, 3–6, 11; criterion of its value, 219.
Community, definition, 5–6; conditions making possible, 29; not one body but many, loosely connected, 24–26, 94–97.
Complex vs. simple, false notion of, 234.
Compulsory education, system of, first undertaken by Germany, 112.
Concern, see Interest.
Concrete, must progress to abstract, 315–316. See also Abstract.
Conduct, as determined by knowledge, 412–414, 418; relation to philosophy, 378–379, 387. See also Character; Disposition.
Confidence, a trait of good method, 205.
Conformity, not equivalent to uniformity, 60; the essence of education in Hegel's philosophy, 69.
Connections of an object, made evident by education, 246; as determining response to it, 396; means for learning, 416.
Conscience, vs. consciousness, 411; intuitions of, 406.
Consciousness, definition, 121; accentuated by blocking of instincts and habits, 404; not independent, 164; as equivalent term for "mind," 342–343.
Consensus, origin, 6.
Consequences of action, vs. its motive, 402, 405–406, 418. See also Dualisms.
Conservatism vs. progressiveness, 381–383, 390, 401; in education, 81–93.
Consistency, definition, 379.
Continuity, of inanimate things, 1, of individual life, 2, of social life, 35, of beings with their environment, 13, 333; vs. dualism, 388–395. See also Dualisms.
Control, as a function of education, 28, 48, 90, 397, 401; means of, 39–40, 47, 73; resulting in growth, 1–2; in Herbart's theory, 82; vs. freedom, 340, 356–357; social, indirect vs. direct, 32, 33, 47; variable, importance of, 53–54, 62. See also Conservatism; Freedom; Individuality.
Coördination of responses, 74, 75, 78.
Cosmopolitanism, the eighteenth century tendency toward, 106, as voiced by Kant, 110–111; defects of, 113; yielding to nationalism, 109.
Credulity, human proneness to, 222.
Criteria, of subject matter, 78, 292; of a society, 96–110, 115. See also Standards.
Cultural aspect of any study, the educational center of gravity, 249.
Cultural or liberal education, one of the dangers of, 416–417; as made illiberal, 226; so called, really vocational, 364–366. See also Culture; Intellectual vs. practical studies; Vocational aspects of education.
Culture, as aim of education, 142–144, 271, 376, summary, 144–145; cause of differences in, 43–45; vs. efficiency, 142–144, 144–145, 159–160, 373, 377, 385, 389, historical and social explanation of the opposition, 160–161, 293–298, 305, 388–389; traditional idea of, 143, 358, to be modified, 114; definition of true, 145; a moral trait, 417. See also Education.
Culture-epoch theory, see Education, as recapitulation.
Curiosity, cause and effect, 244; nature, 245, 391.
Curriculum, in relation to aims and interests, 271–291, summary, 291–292; place of play and work in, 228–241, summary, 241–242, 243–244; requisites for planning, 225–227; false standards for its composition, 286–291; reasons for constant criticism and revision, 283; measure of its worth, 415.
Custom, criticism of, basis of Athenian philosophy, 306, 307, 322.
Democracy, true, characteristics of, 100–102, 115, 142–143, 300, 357, 369–370, 374, 401, 414; criteria for the curriculum in, 225–226, 338, 339; duty of education in, 139–140, 292; humanism of science in, 268; proper theory of knowledge in, 401; reorganization of education required in, 300, 305, 386; increasing respect for all labor in, 366.
Democratic conception in education, 94–115, summary, 115–116, 375–376.
Dependence, a positive power, 50–52; habit of dependence upon cues, 67. See also Infancy, prolonged.
Descartes, the philosophy of, 350, 348–349; a rejector of tradition, 344.
Development, as aim of education, 131–138, 144, interpreted as unfolding, not growth, 65, 79, superseded by idea of discipline, 110; arrested, one cause of, 59, 61, 62, 206; natural development, its relation to culture, 142, a moral trait, 417.
Dialectic methods, influence on education, 327–328; the waning of, 368, 369; giving way to experimental method, 395.
Differences, individual, see Individuality; Variations, individual.
Difficulty, proper degree of, in a school problem, 184.
Direction, as a function of education, 28–47, summary, 47–48; power of, developed by educative experiences, 90, 397, 401; social, modes of, 31–40, 47.
Directness, a trait of individual method, 204–205, 211.
Discernment, in Locke's theories, 312; in those of his successors, 313.
Discipline as aim of education, social explanation of, 160; attempt to reconcile with culture, 110; vs. interest, 146–161, 376, summary, 161–162, false conception of, 156, 157, origin of this conception, 198; meaning, 150, 151–152, 161–162, 208; a moral trait, 417; external, and double–mindedness, 209, proper substitutes for, 228, 276, to issue in character, 402, 418, to be modified in democratic education, 114. See also Formal discipline; Government, school; Interest.
Disinterested action, common interpretation of, 407.
Disposition, definition of, 13, 379; in relation to democracy, 115; power to improve social conditions, 160; habitual, fixes one's real standards, 275–276; foundation of power to develop, 53, 54; influenced by every act, 415, by association, 26–27, 34, 40, by habit, 57, by use of physical conditions, 38, 40, by schools, 4, 26; mental and moral, how to change, 212, 370, effect of subject matter upon, 81; social, means of attaining, 47, 231–237, 241. See also Character.
Dogma, a crutch to save thinking, 394.
Doing vs. knowing, 340, 378, 385, 391; relation made clear by experimental science, 321–322, 323. See also Activity; Dualisms; Knowledge as derived from doing.
Donaldson, quoted, on irregularity of growth, 136.
Double–mindedness, as a result of bad method, 207–209.
Dramatizations, value in school work, 190.
Drawing, its prime function in education, 278–279. See also Art.
Drill exercises, to form habits, 312; undue emphasis upon, 60, 209; weakness of 161.
Drudgery, how different from work, 240–241.
Dualism, and formal discipline, 72, 76–77, 80; vs. continuity, 388–395, 400–401.
Dualisms, educational results, 340; origin and remedy, 377; reflection in theories of morals, 402. See also Activity and knowledge; Activity vs. mind; Authority vs. freedom; Body and mind; Body vs. soul; Capital vs. labor; Character vs. conduct; Character vs. intelligence; Conservatism vs. progressiveness; Culture vs. efficiency; Discipline vs. interest; Doing vs. knowing; Dualism; Duty vs. interest; Emotions vs. intellect; Ends vs. means; Environment and heredity; Experience vs. knowledge; Habit vs. knowledge; Humanism vs. naturalism; Individual and the world; Individuality vs. institutionalism; Intellectual vs. practical studies; Inner vs outer; Logical vs. psychological method; Man and nature; Matter vs. mind; Method vs. subject matter; Nature vs. nurture; Objective vs. subjective knowledge; Particular vs. general; Philosophy; Physical vs. psychical; Practice vs. theory; Rationalism vs. empiricism or sensationalism; Thinking and experience; Thinking vs. knowledge.
Dualistic systems, origin of, 189–190; purpose of, 378.
Duty vs. interest, 407–410, 418. See also Dualisms.
Economic conditions, present, tendency of, 114; education, a means of reform, 304.
Economic interests, vs. scientific or æsthetic, 381–383.
Economics, to be included in vocational education, 372.
Education, as conservative and progressive, 81–92, summary, 92–93; democratic conception in, 94–115, summary, 115–116; importance in a democracy, 304–305, 338; as direction or guidance, 28–47, 375, summary, 47–48; as its own end, 59–60, 62, 362; the essence of, 84, 362; as formation, 81–84, summary, 92–93; as growth, 49–62, 63, 65, 375, summary, 62; as national and social, 108–115, 116; as a necessity of life, 1–11, 12, 375, summary, 11; in the philosophy of Plato, 102–106, 112, 115, 140, of eighteenth century, 106–108, 115–116; intimate connection with philosophy, 383–387; why practice lags behind theory, 46–47; as preparation, 63–65, 375, summary, 79; prospective vs. retrospective conception of, 92–93; as recapitulation and retrospection, 84–89, summary, 93; as reconstruction, 89–92, summary, 93; as a social function, 3, 11, 12–26, 47–48, 94, 112, 115, 375, summary, 26–27; as means of social reform, 108, 160–161, 304–305, 313, 370, 374; as unfolding, 65–70, 81, 375, summary, 79; various definitions, 10, 12, 55, 59, technical definition, 89–90, 93, contrast with one–sided conceptions, 91–92; the highest view of, 417. See also Cultural education; Elementary education; Formal discipline; Formal education; Higher education; Informal education; Moral education; Primitive education; Training; Vocational education.
Efficiency, scientific, definition, 194; wider view of, 98–99.
Efficiency, social, as aim of education, 109–110, 138–141, 144–145, 271, 291; definition, 141, 144; democratic vs. aristocratic ideal of, 142; a moral trait, 417. See also Culture, vs. efficiency.
Elementary education, inconsistency of, 301; narrow utilitarianism of, 160, 226. See also Education.
Elements, not necessarily "simple," 234.
Emerson, quoted, 61–62.
Emotions, in relation to environment, 147; vs. intellect, 390–391. See also Dualisms.
Empirical, two meanings of, 263–264; as equivalent to "trial and error" and rule–of–thumb, 308.
Empiricism, defects of, 314–317; a school of method, 395, 399–400, 401; its service to school instruction, 313–314. 322; transformed into sensationalism, 312–313. See also Dualisms; Quackery; Rationalism vs. empiricism.
Empty–mindedness, vs. open–mindedness, 206.
Emulation, as related to control, 34.
Ends, vs. means, 124, 402; as continuous with means, 377; in relation to interest, 149–150, 161; vs. results, 117–118. See also Dualisms.
Environment, adult's vs. child's, 60; chance vs. chosen, as educative, 22, 26–27, 44, 320; control by living beings, 1–2, 73; function of, 15–22, 26–27, 28–31, 33, 36, 44–48, 65, 133, 147, 344; in relation to habit, 55–56, 62, 212; Herbart's view of, 83–84; relation to heredity, 87–88; theory of its interference with development, 66, 79; nature and meaning, 12–19, 26–27, 33–40; close relation of physical and social, 33–39; Rousseau's idea of education apart from, 138; fields of strongest unconscious influence, 21–22; study of, a guide to individual method, 203–204. See also Dualisms; School as a special environment; Stimulus.
Epistemology, development of, 342–343, 356.
Equipment, lack of, how to compensate for, 191.
Examinations, the need of, 391.
Experience, availability in later experiences, 396, 396–397; check and balance theory of, 288, 376, 387; continuity through renewal, 2–3, 11; individual, how it absorbs experience of others, 7, 9, 244, 255, 270, 272; how harmed by mechanical teaching, 245; vs. knowledge, early conception, 306–311, 322, modern theory, 311–317, 318, 323; measure of value, 164; mediated vs. immediate, 271–273; nature of, 163–169, 177, 192, 316, 317, 319–320, 323; its quality to be changed by education, 12, 26, 92; of pupil not to be assumed, 180, 197–198, 273; reconstruction of, 92; in school room, as prompting recent reforms in course of study, 228; place of science in, 261–267; shared, gives rise to meaning, 17–19, 26; proving unity of subject matter and method, 195–196. See also Activity; Capricious activity; Dualisms; Experimental method; Experimentation; Reconstruction; Routine; Thinking and experience.
Experimental method, connection with occupations, 237, 267; consequences of lack of, in Greece, 341; origin, 237; as transforming the philosophy of experience, 319, the theory of knowledge, 393–395, 401. See also Experimentation; Laboratory work; Logical method; Method, as defining science; Science.
Experimentation, 317–322, 323. See also Experience.
Evolution, biological, and Hegel's idealism, 69–70; as clinching proof of continuity, 392–393.
Faculties, as explained by Herbart, 81–82; in Locke's theory, 71, 73, 77, 80.
Faculty psychology, 286–287. See also Formal discipline.
Feeling, a social mode of behavior, 14.
Feudalism, division of classes in, 142; doomed by science, 331. See also Barbarian Europe; Middle Ages.
Fichte, relation between individual and state, 111–113.
Finality of experience, defined, 380.
Fine arts, Aristotle's view of, 296–297; place in the curriculum, 278–279, 292; vs. industrial arts, 274, 276, 278. See also Art.
Fiske, John, and doctrine of prolonged infancy, 54, n1.
Focusing, an aspect of directive action, 30, 47, 74.
Formal discipline, the counterpart of scholastic method, 399; doctrine stated 70–73, criticized, 73–79, 80; as an educational value, 271, 286–287; remedy for its evils, 155–156, 158–159; value of particular studies, 286–287. See Discipline; Education.
Formal education, its place, 7–11; its dangers, 9–11, 272; criterion of value, 62. See also Education; Formal discipline; School.
"Formal steps" in teaching, 82–83.
Formulation, value of, 265–266, 270.
Freedom, economic, results of lack of, 160; in school, true and false, 352–356, 357; vs. concern for order, 381–383. See also Authority; Conservatism; Control; Dualisms; Individuality.
Froebel, emphasis on natural principles of growth, 136; strength and weakness of, 67–68, 79.
Galileo, and the rejection of tradition, 344.
Games, value in school work, 190.
Gardens, value in school work, 190, 235, 259, n1.
General, see Particular vs. general.
Generality of subject matter and of method, 378, 379, 380.
Generalization, in Locke's theories, 312; value of, 265, 270.
Geography as a study, defined, 246, 248; home geography, 248–249; as including nature study, 246, 250.
Geography and history, complementary subjects, 246–250, 255; evils of mechanical use of, 245; their significance, 243–255, 376, summary, 255; principle governing choice of subject matter in, 246=247, 249. See also History.
German states, Herbartianism in, 85; state–supported education, 108–109, 112.
God, identified by Rousseau with Nature, 134.
Goethe, appreciation of institutions, 69.
Good will, chief constituent of social efficiency, 141.
Government, school, as distinct from instruction, 352, 357. See also Discipline, external.
Greeks, appreciation of institutions, 70; identification of art and science, 229; explanation of success in education, 166, of intellectual and artistic eminence, 45; individualists, 356; relation between intelligence and desire in their philosophy, 295, 305, between man and nature, 324, 338; distinction between liberal and utilitarian education, 293–298, 302, 303, 305; social environment of, 321; view of mind, 340–341; the first philosophers, 385. See also Aristotle; Athens; Dualisms; Philosophy; Plato; Socrates; Sophists.
Growth, by control of environment, 1–2; irregularity of, 136; as requiring time, 149.
Growth, intellectual, adult vs. child, 89; capacity for, conditions of retention, 206; attention to conditions of, necessary in education, 12; definition, 49, 206; divorce of process and product, 88–89; Froebel's idea of, 67–68, 79; requisites for, 206, 400, 418; vocation an organizing principle of, 362; intellectual and moral, the universal vocation, 362–363; moral, its connection with knowledge, 418. See also Development; Education, as growth; Education, as unfolding.
Guidance as a function of education, 28–48.
Habit, vs. knowledge, 395–396; vs. principle, 409–410. See also Dualisms; Habituation.
Habits, blind, 35; blocked, accentuate consciousness, 404; common understanding of the word, 57–59, 60; formation in animals, 15, in human beings, 16, 56; as expressions of growth, 54–59, 62; to be made tastes, 276.
Habituation, definition, 55, 62. See also Accommodation; Habit; Habits.
Happiness, key to, 360.
Hatch, quoted on Greek influence, 326, criticism, 327.
Health, an aim of education, 134–135.
Hedonism, 405–406.
Hegel, doctrine of the Absolute, 67, 68–70, 79–80; relation between individual and state, 111–112; the philosophy of, 350–351.
Helvetius, believer in omnipotence of education, 313.
Herbart, theory of presentations, 81–83, 93; criticism of, 83–84, 93.
Herder, appreciation of institutions, 69.
Heredity, false idea of, 86–87; relation to environment, 87–88.
Higher education, narrow discipline or culture in, 160; inconsistency of, 301. See also Education.
History, biographical approach, 251; definition, 246; economic or industrial, 252; ethical value of, 254–255; intellectual, 253–254; methods of teaching, 251–255; as related to present social life, 250–255; primitive life as introduction to, 252; to be included in vocational education, 372. See also Geography; Geography and history.
Honesty, intellectual, how lost, 207–208; moral nature of, 415.
Human association, implications of, 94–100.
Humanism vs. naturalism in education, 267–269, 324–339, 373–374. See also Dualisms.
Humanity, the ideal of eighteenth century philosophers, 106, 109, 115; as voiced by Kant, 110–111, defects of the conception, 113.
Humor, teacher's sense of, crippled, 391.
Hypotheses, in scientific method, 318.
Idealism, 395, 401; institutional, 110, 112, 116. See also Institutionalism; Institutions.
Ideas, not directly communicable, 188; definition, 188–189, 210; use in thinking, 186; vs. words, 168–169.
Ignorance, importance of a consciousness of, 222.
Illiterate, as equivalent to uncultivated, 272.
Imagination, as affected by living together, 7; the medium of appreciation, 276; agencies for developing, 276–277; running loose, 404–405.
Imaginative vs. imaginary, 276.
Imitation, as related to control, 34; of ends vs. of means, 42–43; and social psychology, 40–43.
Immaturity, meaning of, 49–50, 55, n1, 60, 61, 62, 63; advantage of, 85.
Indirect education, see Informal education.
Individual, the, his rôle in knowledge, 346; and the world, 340–356, 358, 377, 378, 385, summary, 356–357.
Individualism, economic and political, 341; in Locke's philosophy, 72; moral, 347; philosophical interpretation of, 344–345, 356; purpose of, 401; religious, of Middle Ages, 341–342; true, its origin, 356.
Individualistic ideal of eighteenth century, 106–108, 112, 115–116; as voiced by Kant, 110–111.
Individuality, double meaning, 353–354; the essence of, 142; vs. institutionalism, 381–383; recognition of, in school work, 153; vs. social control, 340, 356–357. See also Dualisms.
Inductive methods of knowing, replacing deductive, 343–344.
Industrial competency, as an aim of education, 139–140.
Industrial vs. educational conditions, modern, 303–304.
Industrial education, see Vocational education.
Industrial occupations, recent increase in importance, 366–367, 368, 374.
Industrial revolution, cause of, 331; as necessitating educational reconstruction, 386; as widening humanism, 337.
Industry, now scientific, 367–368, 374.
Infancy, prolonged, doctrine of, 54. See also Dependence.
Inference, the nature of, 186.
Informal education, 7–10, 19–22, 26–27, 31–40, 212, 230.
Information, sugar–coated, 65; as an end of school work, 179, 185–186.
Information studies par excellence, 246.
Initiation ceremonies, their purpose, 8, 213.
Initiative, developed by opportunity for mistakes, 231; failure to develop, 60, 80; importance in a democracy, 102, 116.
Inner vs. outer, 402–407, 418. See also Dualisms; Objective.
Instincts, blocked, accentuate consciousness, 404; improper treatment of, 60. See Capacities; Disposition.
Institutionalism vs. individuality, 381–383.
Institutions, evil, as offsetting good schools, 138; in Hegel's philosophy, 68–70, 79; the measure of their worth, 7–8; the stronghold of humanistic tradition, 329.
Instruction, to issue in character, 402, 418; as the means of education, 81; statement of the problem of, 155.
Instrumental vs. intrinsic values, 279–280, 292.
Integrity, intellectual, how lost, 207–208.
Intellect vs. emotions, 390–391. See also Dualisms.
Intellectual vs. practical studies, 306–322, summary, 322–323. See also Cultural education; Dualisms; Vocational education.
Intellectualism, abstract, 348–349.
Intellectuality, one–sided, 151, 162.
Intelligence, vs. character, 410–414, 418; illiberal, 160.
Interest, as making control social, 37–39; divided, cause and results of, 207–209; false idea of, 148–149, 340, 407–408; origin of false conception of, 198; its relation to the conditions of occupation, 362; philosophic basis of depredation of, 391; another name for self, 408. See also Attention; Discipline vs. interest; Duty vs. interest; Dualisms.
Interests, moral question of organization of, 291; to be seized at proper moment, 136. See also Aims; Values.
Intrinsic vs. instrumental values, 279–280, 292.
Inventions, due to science, 261–262.
Inventiveness, lost by formal discipline, 80.
Judgment, as conceived by Locke's followers, 313; developed by opportunity to make mistakes, 231.
Kant, appreciation of institutions, 69; divorce of morality from conduct, 405; the individual–cosmopolitan ideal of, 110–111; reason the only proper moral motive, 411.
Kindergarten, proper material for, 232, 233; games, too symbolic, 238; technique, defects of, 180–181, 231.
Knowing vs. doing, see Doing vs. knowing.
Knowledge, as an object of æsthetic contemplation, 397–398; vs. belief, 393; definition, 396; as derived from doing, 217–218, 227, 229, 241, early conception of opposition, 306–311, modern theory, 311–322, 323; experimental, 367–368, 393; false conception of, 153, reason for, 160; function, 395; future reference of, 397–398; vs. habit, 395–396; how made humanistic, 269; vs. learning, 175, 385, 389–390; as pragmatically defined, 400; rationalized as science, 221–224; school, lack of functioning power, 398; vs. social interests, 340; theories of, 388–400, summary, 400–401; both end and means of thinking, 174, 185–186, 345, 380–381, 385; true and second–hand, 412–414; relation to virtue, 410–414, 418; vocation an organizing principle for, 362. See also Dualisms.
Labor, vs. capital, the problem of the day, 366–367; vs. leisure, 293–305, 340, 358, 373, 377. 390, 391, summary, 305. See also Dualisms; Leisure.
Laboratory work, basic function in a new field, 273–274; educative value, 190, 416, measure of, 277; proper conditions, 321–322, material, 232, 233, time, 322. See also Experimental method; Experimentation; Logical method; Method, as defining science; Science, improper method.
Language, acquisition a model of educative growth, 133; as an appliance of education, 45–46, 48, 271–272, 416; office in the conveyance of knowledge, 17–19; habits fixed by environment, 21; as showing relation between heredity and environment, 87–88; as means of social direction, 39, 48.
Learning, two meanings of, 389–390; necessity of the process, 4, 7; the process not an isolated end, 198–199, 205; relation of the process to knowledge, 175, 385; passivity vs. activity in, 390, 418; in school, continuous with learning out of school, 416, 418. See also Dualisms; Doing vs. knowing; Knowledge.
Leisure, as opposed to livelihood, 306–311. See also Dualisms; Labor vs. leisure.
Lessing, appreciation of institutions, 69.
Liberal culture or education, see Cultural aspect; Cultural education; Culture.
Life, varying content of word, 2, 14; as meaning growth, 61, 62; conceived as a patchwork, 288; renewal of, 1–4, 11, 12; static vs. dynamic interpretation, 66; as an unfolding, 65.
Likemindedness, cause of, 42; defined and illustrated, 5, 36–38; mode of obtaining, 13.
Literature, its place in the curriculum, 278–279, 292; inconsistent treatment of, 302.
Livelihood, as opposed to leisure, 306–311. See also Labor vs. leisure.
Locke, and formal discipline, 71–73, 312–313; attitude toward truth, 342.
Logic, formal, a generalization of scholastic method, 399.
Logical vs. psychological method, 256–261, 269, 334–336. See also Dualisms; Experimental method; Laboratory work, Method, as defining science; Organization of subject matter.
Man and nature, dualism of, 340, 378, 385; interdependence, 246, 247, 267, 333–334; origin of idea of separation, 329–333, 338, 377; reunion promised by dawn of science, 338–339, not yet realized in the curriculum, 324. See Dualisms.
Manual activities, measure of educative value, 277; one–sided use of, 190.
Manual training, traditional defects of, 231; proper material for, 232, 233. See also Vocational education.
Marking system, why emphasized, 276; need of, 391.
Materialism vs. social efficiency, 143. See also Realism.
Mathematics, its value as subject matter, 287.
Matter vs. mind, 153–155, 193, 299, 377, 378. See also Dualisms.
Manners, as fixed by environment, 21.
Meaning, how acts come to have, 17–19, 26, 90, 93, 397, 401; as making an act mental, 35, 36, 315.
Meanings of activities, the extension of, 243–244, 255, 270, 417.
Means, see Ends vs. means.
Mediocrity, bred by uniform general method, 203.
Method, defined, 193, 211; dialectical, 327–328; essentials of, 179–192, summary, 192; as general and individual, 200–203, 211; generality of, 378, 379; genetic, the principle of, 251; Herbart's service to, 82–83; individual, traits of, 203–210, 211; of learning as well as of teaching, 201, 202; mechanical, 199–201, cause, 60, 167, 206, 211, remedy, 277; school vs. extra–school, 354; schools of, 395–400, summary, 400–401; as defining science, 224, 256; vs. subject matter, 340, 390, unity of the two, 193–200, 211, 377; totality of, 378, 379–380, 381; traditional, modification needed in a democracy, 114; ultimateness of, 378, 379, 380. See also Dualisms; Experimental method; Logical method.
Methods, the measure of their worth, 203, 415.
Middle Ages, social environment, 331; view of mind, 340–341. See also Barbarian Europe.
Mill, John Stuart, on work of schools, 394.
Mind, definition, 39, 120, 370; doctrine of its sameness in all persons, 137, 292; as formed before school life, 39; as "formed" by education, 81, 83, 93; not an independent entity, 153–155, 163, 164, 167–168; as purely individual, 340–343, 356; individual, as agent of reorganization, 343–351, 377; narrowing or perverting of, 159–160; "objective," 69; considered as purely receptive, 312; socialized, definition, 40, how attained, 141, the method of social control, 40. See also Dualisms.
Mind–wandering, one way to encourage, 277.
Mistakes, children's, how useful in school work, 231–232.
Montaigne, attitude toward truth, 342.
Montessori system, criticism of material used, 232, of technique, 180–181.
Moral, its identification with the rational, 411, with the social, 414–417. See also Morality; Morals.
Moral education, in school, 411, 416–417, 418. See Education.
Moral knowledge, scope of, 414, 418.
Morality, as affected by environment, 21; different conceptions of, 402, 405–407; the essence of, from one viewpoint, 405, true essence of, 418; ordinary, a compromise, 406. See also Moral; Morals.
Morals, theories of, 402–417, summary, 418. See also Moral; Morality.
Motivation, as affected by active occupations in school, 228–229, 241, by vocation out of school, 362; extraneous, and double mindedness, 209; in relation to interest, 147; in scientific efficiency, 99.
Motive of action vs. its consequences, 402, 405–406, 418.
Motives, adventitious, 64–65, 209.
Music, its prime function in education, 278–279; inconsistent treatment of, 302. See also Art; Fine arts.
Napoleonic struggle, influence on education, 109–110.
Nationalistic aim of education, conflict with social, 113, 116.
Nationalistic movement and state–supported education, 108–109, 116.
Natural (normal) vs. natural (physical), 131.
Naturalism, see Humanism vs. naturalism.
Nature, as supplying aim of education, 130–138, 376, summary, 144; as conceived by Kant, 110, by Rousseau, 106, 131–132; education in accord with, 106–108, 110–111, 116; vs. nurture, 137, 144. See also Dualisms; Heredity in relation to environment; Man and nature.
Nature study, a part of geography, 246, 250.
Nervous strain of school work, causes of 165–166, 210, 289, 355.
Nervous system, office of, 391—392.
Non–social relations within social groups, 6. See also Antisocial.
Nurture, see Nature vs. nurture.
Obedience, as a moral duty, 406.
Object lessons, vs. book knowledge, 390; defect of, 233, 314, 316.
Objective vs. subjective knowledge, 147, 345, 390. See also Inner, vs. outer.
Observation, superficial, 210; the training of, 77–78. See also Experience as experimentation; Laboratories; Laboratory work; Sense impressions.
Obstinacy, vs. will power, 150. See also Will.
Occupations, active, as providing background of appreciation, 273; basic function of, 274; the connections of, 255; place in education, 228–230, 234–237, 241, 243–244, 401, 410, 418; available for school use, 230–237, 321; social occupations, intellectualized, 321, giving moral knowledge, 414, 418. See also Activities, Activity.
Open–mindedness, means of evoking, 273; involved in good method, 205–206, 211; a moral quality, 414; a philosophic disposition, 380.
Ordering, an aspect of directive action, 30, 47, 75, n1.
Organization of subject matter of the child, 216, of the adult, 215–216. See also Logical vs. psychological method.
"Original research," by children, 187, 202–203, 354; in all thinking, 173–174.
Originality, of attitude vs. of results, 354; of thought, 202–203.
Outer, vs. inner, 402–407, 418. See also Dualisms; Objective.
Outlook, breadth of, a moral quality, 414.
Pain and pleasure, as regulating action, 350; in relation to aim, 148–149; as explained by Herbart, 82; as a motive, 64–65, 198, 209. See also Penalties and rewards; Punishment.
Painting, its prime function in education, 278–279. See also Art; Fine arts.
Partiality, see Partisanship.
Participator vs. spectator, 393; attitude of, 146–147.
Particular, vs. general, 399–400; vs. universal, 389. See also Dualisms.
Partisanship of human nature as related to interest, 172–173, 175, 205.
Passivity vs. activity in learning, 390.
Past, its relation to the present, 88–89, 93.
Pedagogics, by Kant, quoted, 110–111.
Pedagogy, accusation against, 194; one reason for its disrepute, 199–200; "soft," 149.
Penalties and rewards, philosophic basis for, 391, reason for emphasis, 276. See also Pain and pleasure; Punishment.
Perfection, as a goal, 66.
Personality, high worth of, vs. social efficiency, 142, 144–145.
Pestalozzi, emphasis on natural principles of growth, 136; the work of, 108; formalizing of his work, by his disciples, 233.
Philanthropy, how to render it constructive, 374.
Philosophies, moral, treatment of the socialization of the individual, 347–351.
Philosophy, as emphasizing conflict between humanism and naturalism, 331–333. 338; nature of, 378–387, summary, 387; intimate connection with education, 383–387. See also Aristotle; Athens; Dualisms, Plato; Socrates; Sophists.
Philosophy of education, critical review of Chapters I–XXIII of this book bringing out the philosophic issues, 375–377.
Physical vs. psychical, 402, reconciled, 403–404. See also Body and mind; Body vs. soul; Dualisms.
Physical helplessness, vs. social power, 51–52.
Physiology, proving interdependence of mind and body, 391–392, 401.
Plasticity, definition, and implications, 52–53, 55, n1, 62.
Plato, educational philosophy of, 102–106, 112, 115, 140, 361; knowledge as based on doing, 229, as virtue, 411; relation between man and nature, 325; views on arithmetic and geometry, 303, on experience and reason, 306, 307, 311–312. See also Aristotle; Athens; Dualisms; Greeks; Philosophy; Socrates; Sophists.
Play, as providing background of appreciation, 273; how different from work, 237–239, 241–242, 368, from fooling, 239; play and work in the curriculum, 228–241, 376, 416, summary, 241–242, 243–244; difference in their imaginative element, 277. See also Work.
Playgrounds, school, uses of, 416.
Plays, dramatic, in primitive education, 9; in school work, 190.
Pleasure, see Pain and pleasure.
Poetry, the value of, 282.
Politics, to be included in vocational education, 372.
Potentiality, double meaning of word, 49.
Poverty, not the greatest evil of present régime, 370.
Power, mental, 291.
Practical education, see Vocation, etc.
"Practical" man vs. man of theory or culture, 159.
Practical studies, see Intellectual vs. practical studies.
Practice vs. theory, 159, 266–267, 268, 340, 344, 358, 373, 378, 385, 391; early conception, 305, 306–311, 318, modern view, 311–317; why educational practice lags behind theory, 46–47. See also Dualisms.
Prejudices, one result of, 206.
Preparation, education as, 63–65, 375, summary, 79; step of, in Herbart's theory, 82.
Present, importance of living in, 63–65, 79, 85, 88–89, 93, 362.
Presentations, in Herbart's theory, 81–82.
Primitive education, 8–9, 30, 43–44. See also Initiation ceremonies.
Primitive life, as introduction to history, 252.
"Principle," true meaning of, 410. See also Dualisms; Duty.
Printing, invention of, effect on education, 213.
Prizes, need of, 391. See also Penalties and rewards.
Problem, of discipline, source of, 165–166; educational, the present, 333–338, 339; pupil's own, vs. teacher's or textbook's, 182.
Progress, social, narrow and broad idea of, 261; Hegel's idea of, 69—70; how provided for, 54; as result of science, 261–267.
Progressiveness, see Conservatism vs. progressiveness.
Promoting and keeping back, why emphasized, 276, 391.
Protestant revolt, as intrenching humanism, 329–330.
Psychical, see Physical vs. psychical.
Psychological organization of knowledge by vocation, 362. See also Logical.
Psychology, as modifying course of study, 228; as guide to individual method, 203; false, of learning, 34–35, 40, of sensationalistic empiricism, 316, 317; modern, vs. faculty psychology, 228, view of vocational education, 368–369, 374; social, and imitation, 40–43. See also Child study.
Public education, system of, first undertaken by Germany, 112.
Public service occupations, the socializing of, 236.
Punishment, to arouse interest, 152; systems of, 65. See also Pain and pleasure; Penalties and rewards.
Pupil, false idea of word, 164.
Purpose, in relation to interest, 147. See also Aim.
Quackery, degenerate empiricism, 263, 308. See also Empiricism.
Questioning, children's, in and out of school, 183; suggestive, 66–67.
Rationalism, 348–349, 395; vs. empiricism or sensationalism, 399–400, 401. See also Dualisms; Reason.
Readjustment, mode of, 404.
Realism, 395, 401. See also Materialism.
Realization, the nature of, 271–279.
Reason, early considered the distinctively human function, 295, the only adequate guide of activity, 307, 322; set up as a distinct faculty, 348; modern conception of, 323, 400, essential to growth and to knowledge, 400. See also Rationalism; Thinking; Thought.
Recapitulation theory, 84–85, 236.
Reconstruction, as the function of education, 12, 26, 89–92, 93; of education necessary, 369, 386; of education, of philosophy, of society, all interdependent, 386, 387; of society, dependent upon educational reorganization, 373, also upon legislation and administration, 374. See also Reformers.
Recreation, meaning and need of, 240–241.
Reflection, see Reason; Thinking; Thought.
Reform, educational, see Reconstruction, of education.
Reformers, educational, recent changes effected in course of study, 228–230, 320–321. See also Reconstruction.
Relations of things, not to be separated from perceptions, 167–169, 177.
Religion, its conflict with science, 381.
Renascence, see Revival of learning.
Reorganization, see Reconstruction.
Reproduction, as continuing the life process, 2, 11.
Republic, of Plato, 325.
Response, effective, defined, 181–182; as related to stimulus, 29–30, 73; only to selected stimuli, 56.
Responsibility, the basis of, 392; escaped by reliance on dogma, 394; as a trait of method, 209–210, 211; how to increase sense of, in the rich, 374.
Results, in contrast with ends, 117–118; in relation to interest, 147.
Retrospect, value of, 178.
Retrospection, education as, 85–89.
Revival of learning, 327; characteristics, 328–329, 330.
Rewards, see Penalties and rewards.
Romans, influence on education, 306–327, 338.
Rousseau, and education for citizenship, 109, n1; and natural education, 131–138; influence of Plato upon, 106; view of social conditions, 70.
Routine, contrasted with continuity, 392, with educative action, 90–91, with thoughtful action, 171, 181; negated by vocational aim, 361, by knowledge, 397; penalty for developing, 363. See also Activities; Activity.
Routine methods, origin and results, 199.
Rule, prescribed, vs. general method, 201.
Schiller, appreciation of institutions, 69.
Scholasticism, its nature, and influence on education, 327–328, 395, 398–399.
School, the bridging of gap between it and life, 228, 273, 416–417, 418; freedom vs. social control in, 351–352, 356–357; its greatest need at present, 48; origin, 9; purpose and finest product of education in, 60; as a special environment, 22–26, 27, 212, 226, 230, 320–321, 401; a steadying and integrating power, 26; a relatively superficial means of education, 4–5, 11; its work once appropriately book work, 229–230. See also Environment; Formal education.
Schools of method, 395–400, summary, 400–401.
Science, applied vs. "pure," 268, 336–337; aim, 264, 266, 269, 270; its dawn in the Renascence, 329, the outgrowth of occupations, 235–237, reason for its early slow advance, 174; definition, 223, 256, 263, 267, 268, 269; generality, totality and ultimateness of, 379; as sharpening opposition of man and nature, 330–331, 332, later, testifying to their continuity, 333; as merging into philosophy, 379; as rationalized knowledge, 221–224, 263; conflict with religion, 381; as means of social progress, 261–267; its kind of value dependent on the situation, 282, 384.
Science study, 256–269, 372, 376, summary, 269–270; historical basis of contempt for, 310; its blow to prestige of "intellectual" studies, 321; improper method, 257, 259, 267, 302, 322, 335. See also Experimental method; Experimentation; Laboratory work; Logical method; Method as defining science.
Sciences, social, proper school approach to, 236–237; subject to same method as natural sciences, 333.
Selection, of responses, 74.
Self, not fixed but continually forming, 407–408; and interest, two names for same fact, 408; consciousness of, a foe to good method, 204; control of, as a moral duty, 406. See also Individual and the World; Interest vs. duty or principle; Self-activity, etc.
Self–activity in narrow and wide sense, 353.
Selflessness, 408.
Sensationalism, see Empiricism.
Sense impressions, vs. book knowledge, 390; essential to knowledge and to growth, 400; as used in experimentation, 318; historic basis for their neglect in higher education, 322; over–use of, 185. See also Empiricism; Observation.
Service, social, may lack sympathy, 141.
Shops, value in school work, 190, 416.
Simple vs. complex, false notion of, 234.
Sincerity, a moral quality, 414.
Single–mindedness, a trait of good method, 207–209, 211; a moral quality, 414.
Skill, proper background and outlook for, 244, 277, 303; danger of drilling for, 209, 233; as an end of school work, 179, 190, 322; inferior to understanding, 299, 318; limitation when based on mere habit, 91, 96, 363, 395; narrow vs. broad, 303; as freeing mind for thought, 304; transfer of, 75.
Slavery, ultimate waste in, 361; actual and natural, 295–296, 303, 304, 305; Aristotle's views concerning, 337.
Social, the, identical with the moral, 414, 417.
Social situation, hostile, escaped by subjectivism, 405, reaction, 405–406; present, the greatest evil of, 370–371; inconsistencies of, 298–305. See also Class distinctions.
Social spirit, the desideratum of school work, 415–416; school conditions necessary for, 416–417; social sympathy, to be made constructive by vocational education, 374, as widening thought, 173. See also Disposition.
Society, antisocial spirit in, 6, 99–100, 115; means of its continuity, 3–4, 11, 12; despotic, defects of, 97–99; means of formation, 5–6; ideal, constitution and conditions of, 95, 369–370, 374; not one body, but many, 24–26, 94–97; as an organism, 70; treatment of individual variations, 357. See also Class distinctions; State.
Socrates, as to nature of knowledge, 411–413; as to relation of man to nature, 324–325.
Sophists, the first professional educators, 385.
Soul vs. body, 402; replaced by brain vs. rest of body, 391. See also Dualisms.
Spectator vs. participator, attitude of, 146, 393.
Spelling, in theory of formal discipline, 75, 76–77.
Spencer, Herbert, attitude toward science, 258.
Spiritual, see Physical vs. psychical.
Spiritual culture, why usually futile, 143.
"Spontaneous development," Rousseau's theory of, 134.
Standards, conventional, vs. individual, 64; Greek divorce from experience, 309; as determined by environment, 21–22; isolated, 388; nature of, 274–276, 285, 292. See also Criteria.
State, aid to poor students, 114; "organic" character of, 110; regulation of private schools, 112; support of education, 108–115, 116, philosophy of, 351. See also Society.
Stimuli, choice of, 47, 56, 75; the crude vs. the selected and weighted, 44; found in present situation, 30–31, 42, 47, 64; to be modified by teacher, 212.
Stimulus, directive function of, 29–30; external relation to response, 55, n1; as modified by response, 73–75.
Stubbornness, vs. will power, 150; result of, 206.
Studies, evil result of complication and congestion, 210; "intellectual," recent reform in, 321; isolated, 158; in the typical schoolroom, nominal vs. real, 184; origin, 9; traditional, modification needed, 114, one reason for their persistence, 156; valuation of, 279–285, 291–292. See also Subject matter.
Study, two senses of, 390.
Subject matter, as including active occupations and play, 273; of active occupations may be academic, 232; definition, 153–154, 194; development of, 413–414; as developing disposition, 81; generality, totality, and ultimateness of, 378, 379–380, 381; Herbart's emphasis of, 82, 83, 93; isolated, evils of, 157–158, 162, 388; nature of, 158, 162, 212–226, 376, summary, 226–227; of primitive education, 212–213. See also Method vs. subject matter; Studies.
Subjective, see Objective vs. subjective.
Symbols, danger in use of, 272–273; danger and value of, 259–261, 265; dependence upon imagination, 278; Froebelian, 67–68, 79–80; Herbart's relation to, 83; implements of indirect experience, 271–272; learning now becoming less dependent on, 368, 369; necessity in advanced culture, 10; use as affected by sensationalistic empericism, 314–315, 315–316, as necessitating schools, 22–23.
Sympathy, intelligent, chief element of social efficiency, 141, 144–145; to be made constructive by vocational education, 374; as widening thought, 173.
System of education, compulsory and state–supported, first found in Germany, 112; present, an inconsistent mixture, 301–302, 305.
Taste, as determined by environment, 21–22.
Teacher and learner, reciprocal relations of, 83, 188.
Teaching, essential to continuance of society, 4–7; the limitation of its power, 20; three types of, 191–192.
Theories of morals, 402–417, summary, 418.
Theory, see Practice vs. theory.
Things vs. relations, 167–169, 177.
Thinking, in education, 179–192, 203, 361–362, 376, summary, 192; and experience, 163–177, 180, 376, summary, 177–178; vs. knowledge, 186, 345, 380–381, 385; philosophic, differentiation from thinking in general, 387; saved by reliance on dogma, 394; a social mode of behavior, 14; training in, as an end of school work, 179, 192. See also Reason; Thought.
Thoroughness, intellectual vs. physical, 210; a moral quality, 414.
Thought, widened through social sympathy, 173. See also Reason; Thinking.
Three R's, not the only "essentials," 226.
Threshold of consciousness, 81, 82.
Tool subjects, inconsistent treatment of, 301–302, 304.
Totality of subject matter and of method, 378, 379–380, 381.
Town and gown, influence of their separation, 416.
Tradition, early revolt against, 306–307, 322, 343, 356; questioned by the Sophists, 385; literary, the waning; of, 367–368, 369.
Training, vs. educative teaching, 15–16, 35. See also Education.
"Transfer" of training, 75, 76, 78.
Transmission of life, 1–4, 11; of complex social customs, 9, 11.
Trial and error method, 169–170, 176–177, 181.
Truth, ancient and medieval attitude toward, 341, later attitude, 343–344; survival of the earlier attitude, 390.
Truthfulness, moral nature of, 415.
Types of schools, historical explanation of, 289–290.
Typewriting, as an illustration of nature of mind, 154.
Ultimateness of subject matter and of method, 378, 379, 380.
Understanding, as a means of control, 37, 39, 43, 47.
Understanding one another, meaning of, 18.
Uniformity of procedure, evil of overemphasizing, 206; not the equivalent of conformity, 60.
Universal vs. particular, 359, 399–400. See also Dualisms.
Universal education, system of, first undertaken by Germany, 112.
Unselfishness, true and false meaning, 408–409.
Use as giving things meaning, 34–35.
Utilitarian education, see Intellectual vs. practical studies; Labor vs. leisure; Vocation, etc.
Utilitarianism, in elementary education, 160; in morals, 406.
Value, two meanings of, 279, 291–292.
Values, educational, 271–291, summary, 291–292, 376–377; segregation and organization of, 285–291; of certain studies, 279–285. See also Aims, Interests.
Variations, individual, see Individuality.
Virtue, relation to action and knowledge, 385; to knowledge, 410–414, 418; full meaning of, 415.
Vocation, meaning of, 358–360, 373; as organizing one's knowledge, 362; narrow and broad sense of, 350–360, 373–374. See also Business; Commerce; Labor, vs. leisure.
Vocational aspects of education, 358–373, summary, 374–374.
Vocational education, early, must be indirect, 373–364; for skill only, illiberal and immoral, 304, 363, 369; narrow and broad conception of, 372–373, 373–374; present opportunities and dangers, 140, 364–373, 373–374; social value of, 234–235. See also Culture vs. efficiency; Industrial occupations; Intellectual vs. practical studies; Vocation, etc.
Vocational guidance, proper and improper, 364.
Vorstellungen, 81.
War, as an educative force, 100; how education may avert, 114–115; European, in 1916, used in illustrating processes of thought, 171–173, 175.
Wealth of parents, not to determine vocation of child, 140.
Will, appeal to, as stimulus to effort, 198; definition, 157, 161–162; essential difference between weak and strong, 151; two factors in, 150–151.
Windelband, on relation of science to humanism, 329.
Women, Aristotle's classification of, 296.
Words vs. ideas, 168–169.
Work, how different from drudgery, 240, 368. See also Labor; Play and work.
Workrooms, school, uses of, 416.
World, see Individual and the world.
"World–spirit," 69.
Worry, one school cause of, 210. See also Nervous strain.
Writing, invention of, effect on education, 213.
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