民主主义与教育英文本版.doc

Democracy and Education by John Dewey Chapter One: Education as a Necessity of Life 1 Chapter Two: Education as a Social Function 7 Chapter Three: Education as Direction 17 Chapter Four: Education as Growth 29 Chapter Five: Preparation, Unfolding, and Formal Discipline 38 Chapter Six: Education as Conservative and Progressive 48 Chapter Seven: The Democratic Conception in Education 56 Chapter Eight: Aims in Education 70 Chapter Nine: Natural Development and Social Efficiency as Aims 77 Chapter Ten: Interest and Discipline 87 Chapter Eleven: Experience and Thinking 97 Chapter Twelve: Thinking in Education 106 Chapter Thirteen: The Nature of Method 114 Chapter Fourteen: The Nature of Subject Matter 126 Chapter Fifteen: Play and Work in the Curriculum 135 Chapter Sixteen: The Significance of Geography and History 144 Chapter Seventeen: Science in the Course of Study 152 Chapter Eighteen: Educational Values 160 Chapter Nineteen: Labor and Leisure 174 Chapter Twenty: Intellectual and Practical Studies 181 Chapter Twenty-one: Physical and Social Studies: Naturalism and Humanism 192 Chapter Twenty-two: The Individual and the World 202 Chapter Twenty-Three: Vocational Aspects of Education 212 Chapter Twenty-four: Philosophy of Education 222 Chapter Twenty-five: Theories of Knowledge 230 Chapter Twenty-six: Theories of Morals 238  Chapter One: Education as a Necessity of Life 1. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn t