Books with title Moral principles in education

Although it was written at the beginning of the 20th century, “Moral Principles in Education” 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. Dewey contents that 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. 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 separated from the mimetic aspect, so it seems detrimental to students to try and pull the two apart.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

"The most important work we have upon the subject of moral education." -F. A. Manny, in Elementary School Teacher, 1909 The only way to prepare for social life is to engage in social life. To form habits of social usefulness and serviceability apart from any direct social need and motive, apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water. The most indispensable condition is left out of account, and the results are correspondingly partial. The much lamented separation in the schools of intellectual and moral training, of acquiring information and growing in character, is simply one expression of the failure to conceive and construct the school as a social institution, having social life and value within itself. Except so far as the school is an embryonic typical community life, moral training must be partly pathological and partly formal. Training is pathological when stress is laid upon correcting wrong-doing instead of upon forming habits of positive service. Too often the teacher’s concern with the moral life of pupils takes the form of alertness for failures to conform to school rules and routine. These regulations, judged from the standpoint of the development of the child at the time, are more or less conventional and arbitrary. They are rules which have to be made in order that the existing modes of school work may go on; but the lack of inherent necessity in these school modes reflects itself in a feeling, on the part of the child, that the moral discipline of the school is arbitrary. Any conditions that compel the teacher to take note of failures rather than of healthy growth give false standards and result in distortion and perversion. Attending to wrong-doing ought to be an incident rather than a principle. The child ought to have a positive consciousness of what he is about, so as to judge his acts from the standpoint of reference to the work which he has to do. Only in this way does he have a vital standard, one that enables him to turn failures to account for the future. CONTENTS Introduction 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 the Course of Study The Psychological Aspect of Moral Education

Moral Principles in Education is presented here in a high quality paperback edition. This publication is a professional scan from an original edition of the book, and of the best possible quality. This popular classic work by John Dewey is in the English language. If you enjoy the works of John Dewey then we highly recommend this publication for your reading enjoyment.

John Dewey -- a former professor of philosophy in Columbia University -- studies the Moral Principles in Education. Included are such topics as "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 the Course of Study," and "The Psychological Aspect of Moral Education."

John Dewey (October 20, 1859 - June 1, 1952) was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly influential in the United States and around the world. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophical school of Pragmatism. He is also one of the founders of functional psychology and was a leading representative of the progressive movement in U.S. schooling during the first half of the 20th century.[1]