| Description |
1 online resource (xiii, 248 pages) |
| Bibliography |
"Bibliography of sources for subject-matter": pages 191-248. |
| Note |
Print version record. |
| Contents |
Part I. The scientific basis of education -- part II. The educative process -- part III. Bibliography of sources for subject-matter. |
| Summary |
"This study was originally undertaken as a bibliography in response to a request made of the Bureau of Educational Experiments by a group of teachers representing several schools, all of whom are conducting experimental work in curriculum-making. In the course of the undertaking, it soon became evident that a bibliography to be of fundamental educational value must be governed by clearly defined principles of selection. The theory of the book is an attempt to organize in terms of the best authenticated knowledge, after careful study of a wide range of authoritative sources, a working hypothesis for experimental procedure. Since a pedagogy of any scientific pretensions presupposes a basis of modern biology, psychology, and sociology, of which it is a derivative science, a background of the points of view in those sciences, which have significance for education, is given in support of the educational philosophy advocated. Whenever significant points of view have lent themselves to direct quotation, the quotation has been incorporated with the text, since it conveys the idea in a far more vivid way than any digest could give. The predominance of references and quotations from the works of Dr. John Dewey is significant as indicating Dr. Dewey's profound service to the cause of modern education, in translating the findings of modern science and philosophy into their educational equivalents. The deep obligation of the writer to the work of Dr. Dewey in this instance only reflects the indebtedness of an ever-growing body of workers in the educational field. In the course of the undertaking, it soon became evident that a bibliography to be of fundamental educational value must be governed by clearly defined principles of selection. The theory of the book is an attempt to organize in terms of the best authenticated knowledge, after careful study of a wide range of authoritative sources, a working hypothesis for experimental procedure. Since a pedagogy of any scientific pretensions presupposes a basis of modern biology, psychology, and sociology, of which it is a derivative science, a background of the points of view in those sciences, which have significance for education, is given in support of the educational philosophy advocated. Whenever significant points of view have lent themselves to direct quotation, the quotation has been incorporated with the text, since it conveys the idea in a far more vivid way than any digest could give. The predominance of references and quotations from the works of Dr. John Dewey is significant as indicating Dr. Dewey's profound service to the cause of modern education, in translating the findings of modern science and philosophy into their educational equivalents. The deep obligation of the writer to the work of Dr. Dewey in this instance only reflects the indebtedness of an ever-growing body of workers in the educational field. It gives me pleasure to record here my indebtedness to the Bureau of Educational Experiments, who have made it possible for me to undertake the study"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved). |
| Subject |
Education.
|
|
Educational psychology.
|
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Education. (OCoLC)fst00902499
|
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Educational psychology. (OCoLC)fst00903571
|
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Education. (DNLM)D004493
|
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Psychology, Educational. (DNLM)D011588
|
| Other Form: |
Print version: Hartman, Gertrude, 1876-1955. Child and his school. London : J.M. Dent, 1922 (OCoLC)23208417 |
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