民主主義と教育 — John Dewey
You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org . If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook. Title : Democracy and Education: An Introduction to the Philosophy of Education Author : John Dewey Release date : March 1, 1997 [eBook #852] Most recently updated: June 16, 2024 Language : English Other information and formats : www.gutenberg.org/ebooks/852 Credits : Produced by David Reed and David Widger *** START OF I would like to dedicate this etext to my mother who was a elementary school teacher for more years than I can remember. Thanks. David Reed CONTENTS Chapter One: Education as a Necessity of Life Summary. It is the very nature of life to strive to continue in being. Chapter Two: Education as a Social Function Summary. The development within the young of the attitudes Chapter Three: Education as Direction Summary. The natural or native impulses of the young do not agree Chapter Four: Education as Growth Summary. Power to grow depends upon need for others and plasticity. Chapter Five: Preparation, Unfolding, and Formal Discipline Summary. The conception that the result of the educative process Chapter Six: Education as Conservative and Progressive Summary. Education may be conceived either retrospectively Chapter Seven: The Democratic Conception in Education Summary. Since education is a social process, and there are many kinds Chapter Eight: Aims in Education Summary. An aim denotes the result of any natural process Chapter Nine: Natural Development and Social Efficiency as Aims Summary. General or comprehensive aims are points of view for surveying Chapter Ten: Interest and Discipline Summary. Interest and discipline are correlative aspects of activity Chapter Eleven: Experience and Thinking Summary. In determining the place of thinking Chapter Twelve: Thinking in Education Summary. Processes of instruction are unified in the degree Chapter Thirteen: The Nature of Method Summary. Method is a statement of the way the subject matter Chapter Fourteen: The Nature of Subject Matter Summary. The subject matter of education consists primarily Chapter Fifteen: Play and Work in the Curriculum Summary. In the previous chapter we found that the primary subject Chapter Sixteen: The Significance of Geography and History Summary. It is the nature of an experience to have implications Chapter Seventeen: Science in the Course of Study Summary. Science represents the fruition of the cognitive factors Chapter Eighteen: Educational Values Summary. Fundamentally, the elements involved in a discussion of value Chapter Nineteen: Labor and Leisure Summary. Of the segregations of educational values Chapter Twenty: Intellectual and Practical Studies Summary. The Greeks were induced to philosophize Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism Summary. The philosophic dualism between man and nature is reflected Chapter Twenty-two: The Individual and the World Summary. True individualism is a product of the relaxation of the grip Chapter Twenty-Three: Vocational Aspects of Education Summary. A vocation signifies any form of continuous activity Chapter Twenty-four: Philosophy of Education Summary. After a review designed to bring out the philosophic issues Chapter Twenty-five: Theories of Knowledge Summary. Such social divisions as interfere with free and full Chapter Twenty-six: Theories of Morals Summary. The most important problem of moral education in the school Chapter One: Education as a Necessity of Life 1. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment. In all the higher forms this process cannot be kept up indefinitely. After a while they succumb; they die. The creature is not equal to the task of indefinite self-renewal. But continuity of the life process is not dependent upon the prolongation of the existence of any one individual. Reproduction of other forms of life goes on in continuous sequence. And though, as the geological record shows, not merely individuals but also species die out, the life process continues in increasingly complex forms. As some species die out, forms better adapted to utilize the obstacles against which they struggled in vain come into being. Continuity of life means continual readaptation of the environment to the needs of living organisms. We have been speaking of life in its lowest terms—as a physical thing. But we use the word "Life" to denote the whole range of