 | John Dewey - 1897 - 52 pages
...structure and activities of the Individual; rthe edneative process will, therefore, be haphazartf ancT arbitrary. If it chances to coincide with the child's activity it will gieT^aTreyerage ^ f iOi dc>es npt, it will result in friction, or disintegration, or arrest of I believe... | |
 | William Walter Smith - 1909 - 540 pages
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...or disintegration, or arrest of the child nature. Knowledge of social conditions, of the present state of civilization, is necessary in order properly... | |
 | Anders Breidlid - 1996 - 428 pages
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child's nature. I believe that knowledge of social conditions, of the present state of civilization,... | |
 | John Mason, Sue Johnston-Wilder - 2004 - 356 pages
...Without insight into the psychological staicture and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child's nature. [...I I believe that the psychological ancl social sides are organically related and... | |
 | University of Michigan. School of Education - 1953 - 518 pages
...Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it...result in friction, or disintegration, or arrest of the child-nature.2 The chief apprehensions of the advocates of control seem to center about what they consider... | |
 | University of Michigan. School of Education - 1951 - 368 pages
...from without. It may, indeed, give certain external results, but cannot truly be called educative. ... If it chances to coincide with the child's activity...leverage; if it does not, it will result in friction, or disintegraton, or arrest of the child-nature.1 The "activity movement" in modern education has developed... | |
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... his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results, but cannot truly be called educative. Without insight into the psychological structure and activities... 