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Outline Of A Course In The Philosophy Of Education - Education 205-206, Philosophy 181-182

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Outline Of A Course In The Philosophy Of Education - Education 205-206, Philosophy 181-182

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    Available in PDF Format | Outline Of A Course In The Philosophy Of Education - Education 205-206, Philosophy 181-182.pdf | Unknown
    John Angus Macvannel
PREFACE THE present outline is a revision and extension of a syllabus in the philosophy of education for some time in use in a class in Teachers College, Columbia University. In it is embodied a paper on the principles of education submitted to a meeting in Louisville, February, 1906, of The National Society of College Teachers of Education. The outline was prepared primarily for the use of my classes its publication in its present form was an afterthought. The nature of its origin and preparation will explain in part, perhaps, much of its unevenness and many of the lacwza in its make-up. - It is an attempt to indicate some of the important lines along which educational reconstruction at the present time seems to be converging, and to suggest a method for the organization of educational ideas. JOHN ANGUS MacVANNEL. TEACHERCSO LLEGE C , OLUMBI U A N IVERSITY, January, 1912. CONTENTS PAGE INTRODUCTOR N Y O TE . . . . 1-4 I. THE P HILOSOPH O Y F EDUCATIO . N . . 5-18 I. The relation of the sciences to philosophy . 5 , XI. The possibility of a science of education . . 8 4 1 1 . The science and the philosophy of education . g N. The nature of philosophic method . . . XI , v. The content of the philosophy of education . 15 11. THE P ERSISTEN PR T O BLE O I F S E DUCATION . 19-31 VI. The relation of theory and practice . . 1gC WI. The educational situation . 2 4 VIII. The factors in the educational process . 29 I X . Education as a human institution . . 30 111. THE P LACE O F EDUCATIO IN N H UMAN E XPERIENC 32 E - 5 5 X. The doctrine of evolution as a scientific generalization and as a working hypothesis . . 3 2 XI. Pragmatism and the theory of education . 45 XII. Certain implications of evolution for educational theory . . . . . . 52 d IV. THEP RESUPPOSITIO OF N SE DUCATI - ONP E RSONALITY AND ENVIRONM . E NT . . . 56-76 XIII. Philosophy of education as a critique of educational presuppositions . 56 XIV. Personality as a presupposition of education . 56 xv. The nature of environment . . . 72 V. THEP HILOSOPH O Y F THE HISTORY O F EDUCATION 7 7-98 XVI. The process of history . . . 77 XVII. The content of civilization . . . . 80 vii CONTENTS PAGB XVIII. Modern civilization as affected by the civiliza-,. S tions of Greece, Rome, and - Judea . . 86 xrx. The philosophy of the history of education . 87 0 VI. THE INDIVIDUA A L ND SOCIETY . . . . 99-116 Gxx. Philosophy of education and the philosophy of society l . . . . 99 XXI. Typical conceptions of the relation of the individual to society . . 100 t XXII. The conception of society as an organism . 104 XXIII. Social membership The ethical doctrine of personality -. . l . . . 114 VII. INSTITUTIONAL FACTOR IN S THE EDUCATIONPAROL - CESS . . . l . 117-130 xx v. Human institutions and the ideal of a common good e . . 117 dxxv. The moral value of institutions . . . 121 xxvr. Brief notes on certain educational aspects of the various institutions . . . 126 VIII. THE C OURSE O F INDIVIDUADL EVELOPMENT . 131-154 XXVII. The body as the instrument of the mind . 132 b XXVIII. The nature of experience l . I37 xx x. The development of experience . . I43 c xxx. The social control of individual development . 146 xxx. The ideal as self-realization . . 151 IX. DEMOCRAC A Y ND EDUCATION . . . 155-170 XXXII. Transitional character of the society of the present . . . I54 XXXIII. The ethics of democracy . l . . 158 xxx v. Education and social progress . . 162 X...  
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