Moral Principles in Education (Classic Reprint), by John Dewey
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Moral Principles in Education (Classic Reprint), by John Dewey
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Excerpt from Moral Principles in EducationIt is quite clear that there cannot be two sets of ethical principles, or two forms of ethical theory, one for life in the school, and the other for life outside of the school. As conduct is one, the principles of conduct are one also. The frequent tendency to discuss the morals of the school, as if the latter were an institution by itself, and as if its morale could be stated without reference to the general scientific principles of conduct, appears to me highly unfortunate. Principles are the same. It is the special points of contact and application which vary with different conditions. I shall make no apology, accordingly, for commencing with statements which seem to me of universal validity and scope, and afterwards considering the moral work of the school as a special case of these general principles. I may be forgiven also for adding that the limits of space forbid much in the way of amplification and qualification, and that, so far as form is concerned, the material will therefore be presented in somewhat dogmatic shape. I hope, however, it will not be found dogmatic in spirit, for the principles stated are all of them, in my judgment, capable of purely scientific justification.All ethical theory is two faced. It requires to be considered from two different points of view, and stated in two different sets of terms. These are the social and the psychological. We do not have here, however, a division, but simply a distinction. Psychological ethics does not cover part of the field, and then require social ethics to include the territory left untouched. Both cover the entire sphere of conduct. Nor does the distinction mark a compromise, or a fusion, as if at one point the psychological view broke down, and needed to be supplemented by the sociological.About the PublisherForgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comThis book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Moral Principles in Education (Classic Reprint), by John Dewey- Published on: 2015-09-27
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .10" w x 5.98" l, .17 pounds
- Binding: Paperback
- 46 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(1859 1952) was anAmerican philosopher, psychologistandeducational reformerwhose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy ofpragmatismand one of the founders offunctional psychology. He was a major representative ofprogressive educationandliberalism.In 1894 Dewey joined the newly foundedUniversity of Chicago(1894 1904) where he developed his belief in an empirically based theory of knowledge, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitledThought and its Subject-Matter, which was published with collected works from his colleagues at Chicago under the collective titleStudies in Logical Theory(1903). During that time Dewey also initiated theUniversity of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Social Progress(1899).In 1899, Dewey was elected president of theAmerican Psychological Association. From 1904 until his retirement in 1930 he was professor of philosophy at both Columbia Universityand Columbia University'sTeachers College.In 1905 he became president of theAmerican Philosophical Association. He was a longtime member of theAmerican Federation of Teachers.
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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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