{"product_id":"2940016116136","title":"Democracy and Education: an introduction to the philosophy of education","description":"Contents:\u003cbr\u003e\u003cbr\u003e     Chapter One: Education as a Necessity of Life\u003cbr\u003e     Chapter Two: Education as a Social Function\u003cbr\u003e     Chapter Three: Education as Direction\u003cbr\u003e     Chapter Four: Education as Growth\u003cbr\u003e     Chapter Five: Preparation, Unfolding, and Formal Discipline\u003cbr\u003e     Chapter Six: Education as Conservative and Progressive\u003cbr\u003e     Chapter Seven: The Democratic Conception in Education\u003cbr\u003e     Chapter Eight: Aims in Education\u003cbr\u003e     Chapter Nine: Natural Development and Social Efficiency as Aims\u003cbr\u003e     Chapter Ten: Interest and Discipline\u003cbr\u003e     Chapter Eleven: Experience and Thinking\u003cbr\u003e     Chapter Twelve: Thinking in Education\u003cbr\u003e     Chapter Thirteen: The Nature of Method\u003cbr\u003e     Chapter Fourteen: The Nature of Subject Matter\u003cbr\u003e     Chapter Fifteen: Play and Work in the Curriculum\u003cbr\u003e     Chapter Sixteen: The Significance of Geography and History\u003cbr\u003e     Chapter Seventeen: Science in the Course of Study\u003cbr\u003e     Chapter Eighteen: Educational Values\u003cbr\u003e     Chapter Nineteen: Labor and Leisure\u003cbr\u003e     Chapter Twenty: Intellectual and Practical Studies\u003cbr\u003e     Chapter Twenty-one: Physical and Social Studies: Naturalism and\u003cbr\u003e             Humanism\u003cbr\u003e     Chapter Twenty-two: The Individual and the World\u003cbr\u003e     Chapter Twenty-Three: Vocational Aspects of Education\u003cbr\u003e     Chapter Twenty-four: Philosophy of Education\u003cbr\u003e     Chapter Twenty-five: Theories of Knowledge\u003cbr\u003e     Chapter Twenty-six: Theories of Morals\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eChapter One: Education as a Necessity of Life\u003cbr\u003e\u003cbr\u003e1. Renewal of Life by Transmission. The most notable distinction between\u003cbr\u003eliving and inanimate things is that the former maintain themselves by\u003cbr\u003erenewal. A stone when struck resists. If its resistance is greater than\u003cbr\u003ethe force of the blow struck, it remains outwardly unchanged. Otherwise,\u003cbr\u003eit is shattered into smaller bits. Never does the stone attempt to react\u003cbr\u003ein such a way that it may maintain itself against the blow, much less so\u003cbr\u003eas to render the blow a contributing factor to its own continued action.\u003cbr\u003eWhile the living thing may easily be crushed by superior force, it none\u003cbr\u003ethe less tries to turn the energies which act upon it into means of its\u003cbr\u003eown further existence. If it cannot do so, it does not just split into\u003cbr\u003esmaller pieces (at least in the higher forms of life), but loses its\u003cbr\u003eidentity as a living thing.\u003cbr\u003e\u003cbr\u003eAs long as it endures, it struggles to use surrounding energies in its\u003cbr\u003eown behalf. It uses light, air, moisture, and the material of soil. To\u003cbr\u003esay that it uses them is to say that it turns them into means of its own\u003cbr\u003econservation. As long as it is growing, the energy it expends in thus\u003cbr\u003eturning the environment to account is more than compensated for by\u003cbr\u003ethe return it gets: it grows. Understanding the word \"control\" in this\u003cbr\u003esense, it may be said that a living being is one that subjugates\u003cbr\u003eand controls for its own continued activity the energies that would\u003cbr\u003eotherwise use it up. Life is a self-renewing process through action upon\u003cbr\u003ethe environment.\u003cbr\u003e\u003cbr\u003eIn all the higher forms this process cannot be kept up indefinitely.\u003cbr\u003eAfter a while they succumb; they die. The creature is not equal to the\u003cbr\u003etask of indefinite self-renewal. But continuity of the life process\u003cbr\u003eis not dependent upon the prolongation of the existence of any one\u003cbr\u003eindividual. Reproduction of other forms of life goes on in continuous\u003cbr\u003esequence. And though, as the geological record shows, not merely\u003cbr\u003eindividuals but also species die out, the life process continues in\u003cbr\u003eincreasingly complex forms. As some species die out, forms better\u003cbr\u003eadapted to utilize the obstacles against which they struggled in vain\u003cbr\u003ecome into being. Continuity of life means continual readaptation of the\u003cbr\u003eenvironment to the needs of living organisms.\u003cbr\u003e\u003cbr\u003eWe have been speaking of life in its lowest terms--as a physical thing.\u003cbr\u003eBut we use the word \"Life\" to denote the whole range of experience,\u003cbr\u003eindividual and racial. When we see a book called the Life of Lincoln\u003cbr\u003ewe do not expect to find within its covers a treatise on physiology.\u003cbr\u003eWe look for an account of social antecedents; a description of early\u003cbr\u003esurroundings, of the conditions and occupation of the family; of the\u003cbr\u003echief episodes in the development of character; of signal struggles and\u003cbr\u003eachievements; of the individual's hopes, tastes, joys and sufferings. In\u003cbr\u003eprecisely similar fashion we speak of the life of a savage tribe, of\u003cbr\u003ethe Athenian people, of the American nation. \"Life\" covers customs,\u003cbr\u003einstitutions, beliefs, victories and defeats, recreations and\u003cbr\u003eoccupations.\u003cbr\u003e\u003cbr\u003eWe employ the word \"experience\" in the same pregnant sense. And to it,\u003cbr\u003eas well as to life in the bare physiological sense, the principle\u003cbr\u003eof continuity through renewal applies.","brand":"SAP","offers":[{"title":"Default Title","offer_id":47071244910832,"sku":"2940016116136","price":0.99,"currency_code":"USD","in_stock":true}],"url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940016116136","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}