Moral Principles in Education by John Dewey (best fiction books of all time .TXT) đź“•
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n the political side.
New inventions, new machines, new methods of transportation and intercourse are making over the whole scene of action year by year. It is an absolute impossibility to educate the child for any fixed station in life. So far as education is conducted unconsciously or consciously on this basis, it results in fitting the future citizen for no station in life, but makes him a drone, a hanger-on, or an actual retarding influence in the onward movement. Instead of caring for himself and for others, he becomes one who has himself to be cared for. Here, too, the ethical responsibility of the school on the social side must be interpreted in the broadest and freest spirit; it is equivalent to that training of the child which will give him such possession of himself that he may take charge of himself; may not only adapt himself to the changes that are going on, but have power to shape and direct them.
Apart from participation in social life, the school has no moral end nor aim. As long
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free social intercourse between pupils and between the pupils and the teacher, this side of the child’s nature is either starved, or else left to find haphazard expression along more or less secret channels. When the school system, under plea of the practical (meaning by the practical the narrowly utilitarian), confines the child to the three R’s and the formal studies connected with them, shuts him out from the vital in literature and history, and deprives him of his right to contact with what is best in architecture, music, sculpture, and picture, it is hopeless to expect definite results in the training of sympathetic openness and responsiveness.
What we need in education is a genuine faith in the existence of moral principles which are capable of effective application. We believe, so far as the mass of children are concerned, that if we keep at them long enough we can teach reading and writing and figuring. We are practically, even if unconsciously, skeptical as to the possibility of anything like the same assurance in morals. We believe in moral laws and rules, to be sure, but they are in the air. They are something set off by themselves. They are so very “moral” that they have no working contact with the average affairs of every-day life. These moral principles need to be brought down to the ground through their statement in social and in psychological terms. We need to see that moral principles are not arbitrary, that they are not “transcendental”; that the term “moral” does not designate a special region or portion of life. We need to translate the moral into the conditions and forces of our community life, and into the impulses and habits of the individual.
All the rest is mint, anise, and cummin. The one thing needful is that we recognize that moral principles are real in the same sense in which other forces are real; that they are inherent in community life, and in the working structure of the individual. If we can secure a genuine faith in this fact, we shall have secured the condition which alone is necessary to get from our educational system all the effectiveness there is in it. The teacher who operates in this faith will find every subject, every method of instruction, every incident of school life pregnant with moral possibility.
OUTLINE
Contents
THE MORAL PURPOSE OF THE SCHOOL Moral ideas and ideas about morality 1 Moral education and direct moral instruction 3 THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY The unity of social ethics and school ethics 7 A narrow and formal training for citizenship 8 School life should train for many social relations 9 It should train for self-direction and leadership 10 There is no harmonious development of powers apart from social situations 11 School activities should be typical of social life 13 Moral training in the schools tends to be pathological and formal 15 THE MORAL TRAINING FROM METHODS OF INSTRUCTION Active social service as opposed to passive individual absorption 21 The positive inculcation of individualistic motives and standards 23 The evils of competition for external standing 24 The moral waste of remote success as an end 25 The worth of active and social modes of learning 26 THE SOCIAL NATURE OF THE COURSE OF STUDY The nature of the course of study influences the conduct of the school 31 School studies as means of realizing social situations 31 School subjects are merely phases of a unified social life 32 The meaning of subjects is controlled by social considerations 33 Geography deals with the scenes of social interaction 33 Its various forms represent increasing stages of abstraction 34 History is a means for interpreting existing social relations 36 It presents type phases of social development 37 It offers contrasts, and consequently perspective 37 It teaches the methods of social progress 38 The failure of certain methods of teaching history 39 Mathematics is a means to social ends 40 The sociological nature of business arithmetic 41 Summary: The moral trinity of the school 42 THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION Conduct as a mode of individual performance 47 Native instincts and impulses are the sources of conduct 47 Moral ideals must be realized in persons 48 Character as a system of working forces 49 Force as a necessary constituent of character 49 The importance of intellectual judgment or good sense 50 The capacity for delicate emotional responsiveness 52 Summary: The ethical standards for testing the school 53 Conclusion: The practicality of moral principles 57
RIVERSIDE EDUCATIONAL MONOGRAPHS
General Educational Theory
Coolidge’s America’s Need for Education.
Dewey’s Interest and Effort in Education.
Dewey’s Moral Principles in Education.
Eliot’s Education for Efficiency.
Eliot’s The Tendency to the Concrete and Practical in Modern Education.
Emerson’s Education and other Selections.
Fiske’s The Meaning of Infancy.
Horne’s The Teacher as Artist.
Hyde’s The Teacher’s Philosophy in and out of School.
Judd’s The Evolution of a Democratic School System.
Meredith’s The Educational Bearings of Modern Psychology.
Palmer’s The Ideal Teacher.
Palmer’s Trades and Professions.
Palmer’s Ethical and Moral Instruction in Schools.
Prosser’s The Teacher and Old Age.
Stockton’s Project Work in Education.
Stratton’s Developing Mental Power.
Terman’s The Teacher’s Health.
Thorndike’s Individuality.
Trow’s Scientific Method in Education.
Administration and Supervision
Bett’s New Ideals in Rural Schools.
Bloomfield’s The Vocational Guidance of Youth.
Cabot’s Volunteer Help to the Schools.
Cole’s Industrial Education in the Elementary School.
Cubberley’s Changing Conceptions of Education.
Cubberley’s The Improvement of Rural Schools.
Dooley’s The Education of the Ne’er-Do-Well.
Gates’s The Management of Smaller Schools.
Hines’s Measuring Intelligence.
Koos’s The High-School Principal.
Lewis’s Democracy’s High School.
Maxwell’s The Observation of Teaching.
Maxwell’s The Selection of Textbooks.
Miller and Charles’s Publicity and the Public School.
Perry’s The Status of the Teacher.
Russell’s Economy in Secondary Education.
Smith’s Establishing Industrial Schools.
Snedden’s The Problem of Vocational Guidance.
Weeks’s The People’s School.
Method
Andress’s The Teaching of Hygiene in the Grades.
Atwood’s The Theory and Practice of the Kindergarten.
Bailey’s Art Education.
Betts’s The Recitation.
Cooley’s Language Teaching in the Grades.
Dougherty’s How to Teach Phonics.
Earhart’s Teaching Children to Study.
Evans’s The Teaching of High School Mathematics.
Fairchild’s The Teaching of Poetry in the High School.
Freeman’s The Teaching of Handwriting.
Haliburton and Smith’s Teaching Poetry in the Grades.
Hartwell’s The Teaching of History.
Hawley’s Teaching English in Junior High Schools.
Haynes’s Economics in the Secondary School.
Hill’s The Teaching of Civics.
Jenkins’s Reading in the Primary Grades.
Kendall and Stryker’s History in the Elementary School.
Kilpatrick’s The Montessori System Examined.
Leonard’s English Composition as a Social Problem.
Losh and Weeks’s Primary Number Projects.
Palmer’s Self-Cultivation in English.
Ridgley’s Geographic Principles.
Ruediger’s Vitalized Teaching.
Sharp’s Teaching English in High Schools.
Stockton’s Project Work in Education.
Suzzallo’s The Teaching of Primary Arithmetic.
Suzzallo’s The Teaching of Spelling.
Swift’s Speech Defects in School Children.
Tuell’s The Study of Nations.
Wilson’s What Arithmetic Shall We Teach?
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