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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
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