The Primacy of Personality in Pedagogy |
Common terms and phrases
activity adjustment Agnosticism Anti-Self Aristotle aspects Baptist Church become Bible Brahman Buckham capacity child Christ Christian Church of Lancaster comprehends conception consciousness constitute culture definite Descartes determined Divine education essentially effected Ellipse emotional energy environment essential evolution evolving exercise experience expression Faculty Psychology feeling finite person freedom God's GRADE Greek grounded hence Herbart human personality ideal impulses individual Infinite inherent instinctive tendencies intellectual intelligence intuition Jesus learning living mental method mind moral nature Noumenon objective organism original nucleus Pedagogics of Personality Pelasgians perfect phase phenomena Philosophy Plato potential person primal potency principles propensities Protagoras Psychology reactions regarded religion religious School self-consciousness self-determination self-realization selfhood sense society Socrates sonality Southern Baptist Convention sovereign spirit stimulation Stream of Consciousness subject-object teacher teaching term THEISM thereby things thought tion True Unfolding of Personality unity vital Women's Auxiliary words
Popular passages
Page 75 - Bring ye all the tithes into the storehouse, that there may be meat in mine house, and prove me now herewith, saith the Lord of hosts, if I will not open you the windows of heaven and pour you out a blessing, that there shall not be room enough to receive it.
Page 57 - They may be naturally arranged into : — 1. those activities which directly minister to self-preservation ; 2. those activities which, by securing the necessaries of life, indirectly minister to self-preservation ; 3. those activities which have for their end the rearing and discipline of offspring ; 4. those activities which are involved in the maintenance of proper social and political relations ; 5. those miscellaneous activities which fill up the leisure part of life, devoted to the gratification...
Page 57 - In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way 'to bring up a family; in what way to behave as a citizen ; in what way to utilize all those sources of happiness which Nature supplies; how to use all our faculties to the greatest advantage of ourselves and others; how to live completely.
Page 64 - The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give John Dewey, "My Pedagogic Creed,
Page 59 - Just so it is in the mind ; would you have a man reason well, you must use him to it betimes, exercise his mind in observing the connection of ideas and following them in train. Nothing does this better than mathematics, which therefore I think should be taught all those who have the time and opportunity, not so much to' make them mathematicians as to make them reasonable creatures...
Page 69 - Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.
Page 59 - That man, I think, has had a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order...
Page 59 - ... whose mind is stored with a knowledge of the great and fundamental truths of Nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself.
Page 59 - I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train ; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge as they shall have occasion.
Page 57 - How to live?— that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is— the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize...