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Moral Principles in Education

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An Unabridged, Digitally Enlarged Edition With Updated Layout And Typeface. Chapters Include, Though Are Not Limited To: The Moral Purpose Of The School - The Moral Training Given By The School Community - The Moral Training From Methods Of Instruction - The Social Nature Of Course Study - The Psychological Aspect Of Moral Education


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An Unabridged, Digitally Enlarged Edition With Updated Layout And Typeface. Chapters Include, Though Are Not Limited To: The Moral Purpose Of The School - The Moral Training Given By The School Community - The Moral Training From Methods Of Instruction - The Social Nature Of Course Study - The Psychological Aspect Of Moral Education

30 review for Moral Principles in Education

  1. 5 out of 5

    Nguyên Trang

    Đầu tiên phải nói là bản dịch cực kỳ tệ hại. Thế nên nếu không quá tha thiết thì tốt nhất không nên đọc cuốn này. Còn về nội dung sách, sau nỗ lực đọc hiểu thì theo mình thấy sách cũng có một vài điểm sáng tuy có lẽ vì viết lâu rồi nên không quá cách mạng lắm. Nhưng nếu nhìn vào nền giáo dục của chúng ta hiện tại thì lại thấy chúng ta sai 100% =))) Tức là giáo dục của chúng ta hiện tại chỉ toàn tạo nên những cái xấu. Nietzsche ngày xưa đã chia việc dạy thành 2 loại: loại cố gắng phát triển mọi h Đầu tiên phải nói là bản dịch cực kỳ tệ hại. Thế nên nếu không quá tha thiết thì tốt nhất không nên đọc cuốn này. Còn về nội dung sách, sau nỗ lực đọc hiểu thì theo mình thấy sách cũng có một vài điểm sáng tuy có lẽ vì viết lâu rồi nên không quá cách mạng lắm. Nhưng nếu nhìn vào nền giáo dục của chúng ta hiện tại thì lại thấy chúng ta sai 100% =))) Tức là giáo dục của chúng ta hiện tại chỉ toàn tạo nên những cái xấu. Nietzsche ngày xưa đã chia việc dạy thành 2 loại: loại cố gắng phát triển mọi hướng (toán lý hóa văn sử địa...) và loại tập trung vào điểm mạnh thôi. Loại 1 chính là chúng ta và rất bị phê phán. Tới Dewey, ông chỉ trích loại giáo dục giáo điều, chỉ thúc đẩy tính ganh đua, vị kỷ, háo danh và cực kỳ thiếu ứng dụng (chính y chúng ta). Nôm na là giáo dục điểm chác, học không ứng dụng, không liện hệ với thực tế nên kém hấp dẫn, dễ quên ngay... Tuy nhiên có một điểm ở Dewey mình không đồng ý đấy là đề cao quá mức tính ứng dụng. Một cách mơ hồ nào đó thì Dewey có quan điểm khá giống Tolstoy, tức là chỉ chú trọng về đạo đức, xã hội. Nhưng kiến thức không làm nên đạo đức đều vứt cả, tức là ta vứt hết vật lý hạt nhân, khoa học vũ trụ... Lâu nay tôi cũng tự thấy mình thật may mắn vì ngày xưa mông muội nên mới sống qua nổi 12 năm đi học. Chứ như bây giờ sao chịu nổi. Và nếu có con cái, phải nuôi dạy nó sao trong môi trường giáo dục mà mình khinh ghét? Nói không quá hão huyền vì nhiều quốc gia đã thay đổi cách dạy sang không điểm chác thi đua và nhắm tới thế mạnh thôi. Dù rất khó nhưng không phải là không thể. Ngay tết vừa qua, tôi có gặp một gia đình có chị vợ là giáo viên cấp 3 trường điểm ở Hà Nội. Hai vợ chồng rất tự mãn, nói rằng cấp 3 quan trọng hơn đại học bởi nó chỉ có 1 lần, và nó là cái mác tự hào của bố mẹ hơn nhưng cũng là của con cái sau này, tức là cái mác arms-er, Chu Văn An-er. Khốn khổ thay cho những đứa trẻ.

  2. 5 out of 5

    Motahareh Nabavi

    unbelievable to imagine that this was written in 1909 and yet majority of the things he says are still applicable to today's society and school system unbelievable to imagine that this was written in 1909 and yet majority of the things he says are still applicable to today's society and school system

  3. 5 out of 5

    Arno Mosikyan

    QUOTES The business of the educator—whether parent or teacher—is to see to it that the greatest possible number of ideas acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct. There cannot be two sets of ethical principles, one for life in the school, and the other for life outside of the school. As conduct is one, so also the principles of conduct are one. The social work of the school is often limited to training f QUOTES The business of the educator—whether parent or teacher—is to see to it that the greatest possible number of ideas acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct. There cannot be two sets of ethical principles, one for life in the school, and the other for life outside of the school. As conduct is one, so also the principles of conduct are one. The social work of the school is often limited to training for citizenship, and citizenship is then interpreted in a narrow sense as meaning capacity to vote intelligently, disposition to obey laws, etc. But it is futile to contract and cramp the ethical responsibility of the school in this way. The child is one, and he must either live his social life as an integral unified being, or suffer loss and create friction. To pick out one of the many social relations which the child bears, and to define the work of the school by that alone, is like instituting a vast and complicated system of physical exercise which would have for its object simply the development of the lungs and the power of breathing, independent of other organs and functions. The child is an organic whole, intellectually, socially, and morally, as well as physically. We must take the child as a member of society in the broadest sense, and demand for and from the schools whatever is necessary to enable the child intelligently to recognize all his social relations and take his part in sustaining them. For example, the end of education is said to be the harmonious development of all the powers of the individual.

  4. 5 out of 5

    Rara Rizal

    "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 "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 the power to shape and direct them."

  5. 4 out of 5

    Manderson

    Dewey's ideas on schools as social and moral institutions are still refreshingly current. This is a short piece that gives solid insight into Dewey's philosophy. Dewey's ideas on schools as social and moral institutions are still refreshingly current. This is a short piece that gives solid insight into Dewey's philosophy.

  6. 4 out of 5

    Brian

    Dewey's work brings about an important yet seemingly contradictory point to light: How does one go about teaching Personal Responsibility? Is that not a conception to be answered by oneself? The answer is to look in between. To mold students to evaluate the reality of what they are learning, not a narrative. Dewey takes an almost Kantian view of the objective f educating a student, to provide a sense of duty and initiative to an individual. The most valuabe piece of this is to observe the proces Dewey's work brings about an important yet seemingly contradictory point to light: How does one go about teaching Personal Responsibility? Is that not a conception to be answered by oneself? The answer is to look in between. To mold students to evaluate the reality of what they are learning, not a narrative. Dewey takes an almost Kantian view of the objective f educating a student, to provide a sense of duty and initiative to an individual. The most valuabe piece of this is to observe the process instead of the result, which I believe is the most valuable product to come out of any reading of Dewey. That being said one cannot escape that Deontological Imperitive implied in his work. To Dewey the student is to an extent rejuvinated but they are still a product of the society around them and must comply to them. It's less about self-mastery and working towards betterment then it is about molding complacent citizens. In this sense the error seems to be that personal responsibility should be best learned not through a social imperitive but rather a STRICTLY moral and personal one. Dewey tries to pull this direction but does not escape the grasp of the necessity of communal engagement.

  7. 4 out of 5

    Phil Jensen

    Dewey was ahead of his time. It's refreshing to see that this book- written 107 years ago, and during a time when corporal punishment was commonplace- is so modern in its perspective. In a nutshell, schools should embody the principles they teach, and that these principles should include practical application of skills, judgement of correct action, and responsibility to others. If you've attended a halfway decent school of education in the last quarter century, then none of this will surprise you Dewey was ahead of his time. It's refreshing to see that this book- written 107 years ago, and during a time when corporal punishment was commonplace- is so modern in its perspective. In a nutshell, schools should embody the principles they teach, and that these principles should include practical application of skills, judgement of correct action, and responsibility to others. If you've attended a halfway decent school of education in the last quarter century, then none of this will surprise you. The only aspect the elicited an eyebrow-raise from me was the dogmatic bent on all skills as life skills. For example, math is for business transactions, and geography is for understanding society. Can't you just be interested in fjords because they're beautiful? Can't you just like pre-algebra because it's hide-and-seek with numbers? Other than that, this book is accurate but not revelatory.

  8. 5 out of 5

    Heath Kelly

    This is a must read from one of the greatest philosophers of modern times. Dewey's views on education are a far cry from what our current situation is in the U.S., and Dewey's ideas are much more broad and progressive in my opinion, and necessarily result in the inclusion of more children and a better response to learning. This should be ready by any parent, teacher, or legislator. This is a must read from one of the greatest philosophers of modern times. Dewey's views on education are a far cry from what our current situation is in the U.S., and Dewey's ideas are much more broad and progressive in my opinion, and necessarily result in the inclusion of more children and a better response to learning. This should be ready by any parent, teacher, or legislator.

  9. 5 out of 5

    Nicko Lou

    I want to read more this book for my report.

  10. 4 out of 5

    Kevin Fulton

    This book is fine and helps give an outline of what Dewey believes about education.

  11. 4 out of 5

    Heather

    Having read more than half this book so far, I see that he CLEARLY is promoting Marxist views. I am appalled by our education system's acceptance of his radical theories. His ideas are absolutely contrary to life in a free society. Message of the book: 1. Although citizens have the right to meddle with the public education system (since their taxes pay for it), they are not qualified to select curriculum nor to tell teachers how to do their jobs. 2. The focus of education should not be on the thre Having read more than half this book so far, I see that he CLEARLY is promoting Marxist views. I am appalled by our education system's acceptance of his radical theories. His ideas are absolutely contrary to life in a free society. Message of the book: 1. Although citizens have the right to meddle with the public education system (since their taxes pay for it), they are not qualified to select curriculum nor to tell teachers how to do their jobs. 2. The focus of education should not be on the three R's, but on moral training. He proposes that the teacher lives out morality as he/she instructs in the various disciplines, but then seems to change his mind and promote the idea that teachers should bend all subjects to a social perspective and let kids "catch" the academic subjects through social interaction. I agree that it is improper to greatly interfere with a professional doing his/her job. One doesn't give his/her surgeon step-by-step instructions for performing surgery. One assumes the surgeon is a professional and knows his/her job. However, in most cases, one has the choice of whether or not to submit to said surgeon's knife. If a particular surgeon insists upon performing surgery without anesthetic, the patient has the right to refuse his services and choose another. Now, I propose a solution to Dewey's supposed dilemma in the first point. Citizens should still interfere with the education system as a whole. If society wants publicly funded schools to focus on academics, then the schools should focus on academics. If society chooses to accept that the focus of education should be social, then the schools should focus on the social education of children. The teacher should be left alone to teach what the citizens decide is important in the manner he/she is best suited to teach. It isn't just society that puts undue pressure on the teachers, it is also the asinine theories of John Dewey and his ilk.

  12. 4 out of 5

    Jenna

    Although it was written at the beginning of the 20th century, this book is still relevant to education today. John Dewey is probably most famous for his work in education at the University of Chicago and his founding of the University of Chicago Lab Schools. It is still necessary to teach 'morals' (not in the dogmatic sense) in order to cultivate the minds of all students. The teaching of morals (almost always indirect) helps to create a sense of community, integrity, knowledge, power, and perso Although it was written at the beginning of the 20th century, this book is still relevant to education today. John Dewey is probably most famous for his work in education at the University of Chicago and his founding of the University of Chicago Lab Schools. It is still necessary to teach 'morals' (not in the dogmatic sense) in order to cultivate the minds of all students. The teaching of morals (almost always indirect) helps to create a sense of community, integrity, knowledge, power, and personal satisfaction within a student. The student learns to cultivate his or her own beliefs about the world, the community, his peers, etc. I think, as Dewey touches on in the book, the sense of 'moral education' has been declining in America since the Depression; however, the moral aspect of education cannot be seperated from the mimetic aspect, so it seems detrimental to students to try and pull the two apart.

  13. 5 out of 5

    Steven Fowler

    This is a fantastic little book that is very easy to read though packed with philosophical claims and assumptions. In this book Dewey lays out what he sees as the problems of the concept and practice of primary education in the United States. Sadly the problems he addresses of standardization and the expectation of regurgitation of knowledge without any social or historical context have only become worse in the century since Dewey remarked on them. You don't have to be a philosopher to understan This is a fantastic little book that is very easy to read though packed with philosophical claims and assumptions. In this book Dewey lays out what he sees as the problems of the concept and practice of primary education in the United States. Sadly the problems he addresses of standardization and the expectation of regurgitation of knowledge without any social or historical context have only become worse in the century since Dewey remarked on them. You don't have to be a philosopher to understand this text and it really should be a must read for all teachers, parents, policy makers and critics of the education system in America. Also, if you are a more seasoned philosopher familiar with the ideas of Martin Heidegger, particularly in his work, Being and Time, you will recognize striking and uncanny similarities to Heidegger's revolutionary ideas.

  14. 5 out of 5

    Sarah

    First piece of philosophy I've picked up and finished in a long time. Just for that I like this book. But really, while I see the concerns some have with teachers teaching morals to their students, most kids (once they are in school full-time) spend more time with their teachers than they do their parents. While morals should begin at home, teaching without considering the wider implications and helping students relate what they are learning to how it impacts the world around them is irresponsib First piece of philosophy I've picked up and finished in a long time. Just for that I like this book. But really, while I see the concerns some have with teachers teaching morals to their students, most kids (once they are in school full-time) spend more time with their teachers than they do their parents. While morals should begin at home, teaching without considering the wider implications and helping students relate what they are learning to how it impacts the world around them is irresponsible and short-sighted. John Dewey should be read and considered by anyone who wants to work with children.

  15. 5 out of 5

    Lon Woodbury

    He gets off to a rocky start (to me) by insisting that the public should not meddle in the details of a school, and that curriculum should be left to professional educators. However, he recognizes that the learning of each child is a whole system, and dividing curriculum into arbitrary boundaries misses the point. And, he seems to be recognizing that the child must be engaged before anything substantial can be learned, and thus the most effective education is that which responds to the individual He gets off to a rocky start (to me) by insisting that the public should not meddle in the details of a school, and that curriculum should be left to professional educators. However, he recognizes that the learning of each child is a whole system, and dividing curriculum into arbitrary boundaries misses the point. And, he seems to be recognizing that the child must be engaged before anything substantial can be learned, and thus the most effective education is that which responds to the individual curiosity and interests of the child. All in all, he presents an interesting and helpful perspective, but the arrogance still gets to me.

  16. 5 out of 5

    MJD

    My favorite line: "The business of the educator - whether parent or teacher - is to see to it that the greatest possible number of ideas acquired by children and youth are acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct." My favorite line: "The business of the educator - whether parent or teacher - is to see to it that the greatest possible number of ideas acquired by children and youth are acquired by children and youth are acquired in such a vital way that they become moving ideas, motive-forces in the guidance of conduct."

  17. 5 out of 5

    Carrie

    John Dewey rocks it. His ideas ares kind of precursors to today concept of social justice teaching, which is my thing. "Ultimate moral motives and forces are nothing more or less than social intelligence-the power of observing and comprehending social situations,-and social power-trained capacities of control-at work in the service of social interest and aims." John Dewey rocks it. His ideas ares kind of precursors to today concept of social justice teaching, which is my thing. "Ultimate moral motives and forces are nothing more or less than social intelligence-the power of observing and comprehending social situations,-and social power-trained capacities of control-at work in the service of social interest and aims."

  18. 5 out of 5

    Catharina Blaauwendraad

    A must read, but not an easy read: although it hasn't lost any of its actuality, the language is rather old-fashioned and I had to read many sentences twice. This, of course, won't be an issue for native speakers. Besides, it's really worth the effort. A must read, but not an easy read: although it hasn't lost any of its actuality, the language is rather old-fashioned and I had to read many sentences twice. This, of course, won't be an issue for native speakers. Besides, it's really worth the effort.

  19. 5 out of 5

    David

    While I agree that schools should play a bigger role in helping children be better moral citizens of society, I don't they should be totally responsible for doing so. The book touches on some good points but in many areas felt very opinionated. While I agree that schools should play a bigger role in helping children be better moral citizens of society, I don't they should be totally responsible for doing so. The book touches on some good points but in many areas felt very opinionated.

  20. 4 out of 5

    Jamie

    Should be mandatory reading for everyone....

  21. 4 out of 5

    Hajnalka

  22. 5 out of 5

    Wei-ling

  23. 5 out of 5

    Zachary Cotton

  24. 5 out of 5

    Jesse Rathgeber

  25. 5 out of 5

    Justina

  26. 5 out of 5

    Jeffrey Albrecht

  27. 5 out of 5

    Parantunu

  28. 4 out of 5

    Marla Hall

  29. 4 out of 5

    Jason Soles

  30. 4 out of 5

    Briana Maritte

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