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Moral Principles in Education (Educational Philosophy), by John Dewey
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Moral Principles in Education by John Dewey - It is one of the complaints of the schoolmaster that the public does not defer to his professional opinion as completely as it does to that of practitioners in other professions. At first sight it might seem as though this indicated a defect either in the public or in the profession; and yet a wider view of the situation would suggest that such a conclusion is not a necessary one. The relations of education to the public are different from those of any other professional work. Education is a public business with us, in a sense that the protection and restoration of personal health or legal rights are not. To an extent characteristic of no other institution, save that of the state itself, the school has power to modify the social order. And under our political system, it is the right of each individual to have a voice in the making of social policies as, indeed, he has a vote in the determination of political affairs. If this be true, education is primarily a public business, and only secondarily a specialized vocation. The layman, then, will always have his right to some utterance on the operation of the public schools.
- Published on: 2015-07-30
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .10" w x 6.00" l, .17 pounds
- Binding: Paperback
- 44 pages
Review
“This[is a] forceful and sound little manual which is an interpretation of consistent psychology, ethics and sociology with reference to moral education in the school.”—Journal of Educational Psychology
“The most important work we have upon the subject of moral education.” —Elementary School Teacher
“A forceful statement of the responsibility of schools in the moral training of children.”—American Library Association Booklist
About the Author
John Dewey
Most helpful customer reviews
7 of 12 people found the following review helpful.
Great ideas in a stagnant text.
By C. Moon
First off, that's a 3.5, not a 3, but whatever. Perhaps I am just not one for reading philosophy, or as I like to think, many philosophers simply do not understand how to write in a clear fasion. At the bottom of it, Dewey's ideas for ethics in education are as vital now as they were when he wrote it back 1909, but perhaps if he could have made his points in some way more coherent (at a little over 50 pages, this still feels bloated, I imagine it could be clearly stated in about 10 pages), the entire US educational system would have been where it is now by the 20's--and that truly would have been something revolutionary. Dewey goes so far as essentially voicing his own primitive theory of constructivism, along with revolutionary concepts such as 'those who do the doing do the learning'--namely that teaching should be more student oriented and should first and foremost engage the student. There even seems to be a bit of the 'content versus process' debate here, and yet I think there must be more modern writers who have stated this with greater clarity. For people who enjoy reading terse philosophical monologues (and this certainly is still quite readable--I've seen much worse), then certainly pick up this book both for its historical value and a relatively interesting exploration of the ethics in teaching. If your a busy grad student like me though, this may not seem like it is worth the frustration--especially when you can open up almost any teaching journal and see the same ideas. Sure, they didn't say if first, but I don't fall asleep reading it.
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