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The Principles of Teaching Based on Psychology
The Aims, Materials and Methods of Education.- The word Education is used with many meanings, but in all its usages it refers to changes. No one is educated who stays just as he was. We do not educate anybody if vc do nothing that makes any difference or change in anybody. The need of education arises from the fact that what is is not what ought to be. "Because we wish ourselves and others to become different from what we and fhey now are, we try to educate ourselves and them. In studying education, then, one studies always the existence, nature, causation or value of changes of some sort.
The teacher confronts two questions: 'What changes to make?' and 'How to make them ?' The first question is commonly answered for the teacher by the higher school authorities for whom he or she works. The opinions of the educational leaders in the community decide what the schools shall try to do for their pupils. The program of studies is planned and the work which is to be done grade by gra
Table of Contents
CHAPTER I Introduction; § i The Teacher's Problem i; § 2 Psychology and the Art of Teaching 7; § 3 Exercises 'O; CHAPTER II Puvsical Education; § 4 The Care of the Body 12; § 5 Remedying Defects 14; § 6 The Prevention of Defects 16; § 7 Exercises 17; CHAPTER III Instixcts and Capacities; § 8 Natural Tendencies in General 21; § 9 Instincts - 24; § 10 Capacities � 29; § 11 Exercises 34; § 12 Self-Activity 39; CHAPTER IV Apperception; § 13 The General Law 4s; § 14 Detailed Applications: Exercises 43; CHAPTER V Interests; § 15 The Meaning of Interests 51; § 16 Interests as Ends S2; § 17 Interests as Means 54; § 18 Exercises 59; CHAPTER VI Individual Differences; § 19 Variability in General 68; § 20 Differences in General Mental Constitution 85; § 2T Differences in Thought 87; § 22 Differences in Action 92; § 2
The teacher confronts two questions: 'What changes to make?' and 'How to make them ?' The first question is commonly answered for the teacher by the higher school authorities for whom he or she works. The opinions of the educational leaders in the community decide what the schools shall try to do for their pupils. The program of studies is planned and the work which is to be done grade by gra
Table of Contents
CHAPTER I Introduction; § i The Teacher's Problem i; § 2 Psychology and the Art of Teaching 7; § 3 Exercises 'O; CHAPTER II Puvsical Education; § 4 The Care of the Body 12; § 5 Remedying Defects 14; § 6 The Prevention of Defects 16; § 7 Exercises 17; CHAPTER III Instixcts and Capacities; § 8 Natural Tendencies in General 21; § 9 Instincts - 24; § 10 Capacities � 29; § 11 Exercises 34; § 12 Self-Activity 39; CHAPTER IV Apperception; § 13 The General Law 4s; § 14 Detailed Applications: Exercises 43; CHAPTER V Interests; § 15 The Meaning of Interests 51; § 16 Interests as Ends S2; § 17 Interests as Means 54; § 18 Exercises 59; CHAPTER VI Individual Differences; § 19 Variability in General 68; § 20 Differences in General Mental Constitution 85; § 2T Differences in Thought 87; § 22 Differences in Action 92; § 2
- GenresEducation
314 pages, Paperback
Published July 17, 2012
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