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democracy and Education : an Introduction to the Philosophy of Education / by John Dewey.

  
[book-plate]
  
TEXT-BOOK SERIES
  
[title page]
  
PREFACE
  
TABLE OF CONTENTS

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CHAPTER I EDUCATION AS A NECESSITY OF LIFE:
 1. 
1. Renewal of Life by Transmission.
 2. 
2. Education and Communication.
 3. 
3. The Place of Formal Education.
  
Summary.
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CHAPTER II EDUCATION AS A SOCIAL FUNCTION:
 1. 
1. The Nature and Meaning of Environment.
 2. 
2. The Social Environment.
 3. 
3. The Social Medium as Educative.
 4. 
4. The School as a Special Environment.
  
Summary.
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CHAPTER III EDUCATION AS DIRECTION:
 1. 
1. The Environment as Directive.
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2. Modes of Social Direction.
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[subsection]
 1. 
1.
 2. 
2.
 3. 
3. Imitation and Social Psychology.
 4. 
4. Some Applications to Education.
  
Summary.
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CHAPTER IV EDUCATION AS GROWTH:
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1. The Conditions of Growth.
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[subsection]
 1. 
1.
 2. 
2.
 2. 
2. Habits as Expressions of Growth.
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3. The Educational Bearings of the Conception of Development.
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[subsection]
 1. 
1.
 2. 
2.
  
Summary.
 4. 
Footnotes
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CHAPTER V PREPARATION, UNFOLDING, AND FORMAL DISCIPLINE:
 1. 
1. Education as Preparation.
 2. 
2. Education as Unfolding.
 3. 
3.Education as Training of Faculties.
  
Summary.
 5. 
Footnotes
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CHAPTER VI EDUCATION AS CONSERVATIVE AND PROGRESSIVE:
 1. 
1. Education as Formation.
 2. 
2. Education as Recapitulation and Retrospection.
 3. 
3. Education as Reconstruction.
  
Summary.
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CHAPTER VII THE DEMOCRATIC CONCEPTION IN EDUCATION:
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[section]
 1. 
1. The Implications of Human Association.
 2. 
2. The Democratic Ideal.
 3. 
3. The Platonic Educational Philosophy.
 4. 
4. The "Individualistic" Ideal of the Eighteenth Century.
 5. 
5. Education as National and as Social.
  
Summary.
 7. 
Footnotes
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CHAPTER VIII AIMS IN EDUCATION:
 1. 
1. The Nature of an Aim.
 2. 
2. The Criteria of Good Aims.
 3. 
3. Applications in Education.
  
Summary.
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CHAPTER IX NATURAL DEVELOPMENT AND SOCIAL EFFICIENCY AS AIMS:
 1. 
1. Nature as Supplying the Aim.
 2. 
2. Social Efficiency as Aim.
 3. 
3. Culture as Aim.
  
Summary.
 9. 
Footnotes
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CHAPTER X INTEREST AND DISCIPLINE:
 1. 
1. The Meaning of the Terms.
 2. 
2. The Importance of the Idea of Interest in Education.
 3. 
3. Some Social Aspects of the Question.
  
Summary.
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CHAPTER XI EXPERIENCE AND THINKING:
 1. 
1. The Nature of Experience.
 2. 
2. Reflection in Experience.
  
Summary.
 11. 
Footnotes
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CHAPTER XII THINKING IN EDUCATION:
 1. 
1. The Essentials of Method.
  
Summary.
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CHAPTER XIII THE NATURE OF METHOD:
 1. 
1. The Unity of Subject Matter and Method.
 2. 
2. Method as General and as Individual.
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3. The Traits of Individual Method.
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[subsection]
 1. 
1.
 2. 
2.
 3. 
3.
 4. 
4.
  
Summary.
 13. 
Footnotes
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CHAPTER XIV THE NATURE OF SUBJECT MATTER:
 1. 
1. Subject Matter of Educator and of Learner.
 2. 
2. The Development of Subject Matter in the Learner.
 3. 
3. Science or Rationalized Knowledge.
 4. 
4. Subject Matter as Social.
  
Summary.
 14. 
Footnotes
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CHAPTER XV PLAY AND WORK IN THE CURRICULUM:
 1. 
1. The Place of Active Occupations in Education.
 2. 
2. Available Occupations.
 3. 
3. Work and Play.
  
Summary.
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CHAPTER XVI THE SIGNIFICANCE OF GEOGRAPHY AND HISTORY:
 1. 
1. Extension of Meaning of Primary Activities.
 2. 
2. The Complementary Nature of History and Geography.
 3. 
3. History and Present Social Life.
  
Summary.
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CHAPTER XVII SCIENCE IN THE COURSE OF STUDY:
 1. 
1. The Logical and the Psychological.
 2. 
2. Science and Social Progress.
 3. 
3. Naturalism and Humanism in Education.
  
Summary.
 17. 
Footnotes
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CHAPTER XVIII EDUCATIONAL VALUES:
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[section]
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1. The Nature of Realization or Appreciation.
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[subsection]
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1.
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2.
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3.
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2. The Valuation of Studies.
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3. The Segregation and Organization of Values.
  
Summary.
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CHAPTER XIX LABOR AND LEISURE:
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1. The Origin of the Opposition.
 2. 
2. The Present Situation.
  
Summary.
 19. 
Footnotes
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CHAPTER XX INTELLECTUAL AND PRACTICAL STUDIES:
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1. The Opposition of Experience and True Knowledge.
 2. 
2. The Modern Theory of Experience and Knowledge.
 3. 
3. Experience as Experimentation.
  
Summary.
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CHAPTER XXI NATURALISM AND HUMANISM:
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[section]
 1. 
1. The Historic Background of Humanistic Study.
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2. The Modern Scientific Interest in Nature.
 3. 
3. The Present Educational Problem.
  
Summary.
 21. 
Footnotes
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CHAPTER XXII THE INDIVIDUAL AND THE WORLD:
 1. 
1. Mind as Purely Individual.
 2. 
2. Individual Mind as the Agent of Reorganization.
 3. 
3. Educational Equivalents.
  
Summary.
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CHAPTER XXIIIL VOCATIONAL ASPECTS OF EDUCATION:
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1. The Meaning of Vocation.
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2. The Place of Vocational Aims in Education.
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[subsection]
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1.
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2.
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3.
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3. Present Opportunities and Dangers.
  
Summary.
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CHAPTER XXIV PHILOSOPHY OF EDUCATION:
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1. A Critical Review.
 2. 
2. The Nature of Philosophy.
  
Summary.
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CHAPTER XXV THEORIES OF KNOWLEDGE:
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1. Continuity versus Dualism.
 2. 
2. Schools of Method.
  
Summary.
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CHAPTER XXVI THEORIES OF MORALS:
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1. The Inner and the Outer.
 2. 
2. The Opposition of Duty and Interest.
 3. 
3. Intelligence and Character.
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4. The Social and the Moral.
  
Summary.

  
INDEX
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PREFACE

THE following pages embody an endeavor to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as seen from this point of view, and a critical estimate of the theories of knowing and moral development which were formulated in earlier social conditions, but which still operate, in societies nominally democratic, to hamper the adequate realization of the democratic ideal. As will appear from the book itself, the philosophy stated in this book connects the growth of democracy with the development of the experimental method in the sciences, evolutionary ideas in the biological sciences, and the industrial reorganization, and is concerned to point out the changes in subject matter and method of education indicated by these developments.

Hearty acknowledgments are due to Dr. Goodsell of Teachers College for criticisms; to Professor Kilpatrick of the same institution for criticisms, and for suggestions regarding the order of topics, of which I have freely availed myself, and to Miss Elsie Ripley Clapp for many criticisms and suggestions. The two firstnamed have also been kind enough to read the proofsheets. I am also greatly indebted to a long line of students whose successive classes span more years than I care to enumerate.

J. D.
COLUMBIA UNIVERSITY, NEW YORK CITY, August, 1915.
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