明日の学校
- 言語:
- 英語
- 状態:
- 完全な作品
- 著者性:
- 著者自身による
- テキストの状態:
- スキャンのノイズは検出されていません (全文に対する自動測定で、人の目では確認していません)
- 分量:
- 約 71,800 語 · 341 節
この作品を引用
- APAジョン・デューイ. (n.d.). Schools of to-morrow [明日の学校]. Digital reproduction: SigPhi. https://sigphiai.com/ja/works/john-dewey/schools-of-to-morrow
- MLAジョン・デューイ. Schools of to-morrow [明日の学校]. Digital reproduction, SigPhi, https://sigphiai.com/ja/works/john-dewey/schools-of-to-morrow.
- Chicagoジョン・デューイ. Schools of to-morrow [明日の学校]. Digital reproduction, SigPhi. https://sigphiai.com/ja/works/john-dewey/schools-of-to-morrow.
収録版の書誌情報です。SigPhi はデジタル複製です。判明している刊行年・出版社・翻訳者を記載し、年が不明の場合は「n.d.」と示します。
何についての本か
『明日の学校』（一九一五年）。彼が論じてきたことをすでに実行している実在の学校をめぐる巡歴。
背景と歴史
娘のエヴリンとの共著である。記録として意味がある。ほかの本にある理論のすべてが実際には何を意味していたのかが、ここで見える。
これは編集上の背景であり、引用できる典拠ではありません。作品本文の一節とは異なり、これらの記述はコーパスで検証できません。
A merely mechanical use of the senses may strengthen the body without improving the judgment. It is all very well to swim, run, jump, whip a top, throw stones. But we have eyes and ears as well as arms and legs, and these organs are necessary for learning the use of the rest. Do not, then, merely exercise strength, but exercise the senses as the powers by which strength is guided. Make the best use of every one of them, and check the results of one by another. Measure, count, weigh, compare. Do not use force till you have estimated the resistance; let estimation of the effect always precede application of the means. Get the child interested in avoiding superfluous and insufficient efforts. If you train him to calculate the consequences of what he does and then to correct the errors of his prevision by experience, the more he does, the wiser he will become.” One more contrast between teaching which guides natural growth and teaching which imposes adult accomplishments should be noticed. The latter method puts a premium upon accumulating information in the form of symbols. Quantity rather than quality of knowledge is emphasized; results that may be exhibited when asked for rather than personal attitude and method are demanded. Development emphasizes the need of intimate and extensive personal acquaintance with a small number of typical situations with a view to mastering the way of dealing with the problems of experience, not the piling up of information. As Rousseau points out, the facility with which children lend themselves to our false methods is a constant source of deception to us. We know--or fancy we know--what statements mean, and so when the child uses the proper form of words, we attribute the same understanding to him. “The apparent ease with which children learn is their ruin. We fail to see that this very ease proves that they are not learning.…