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By R.S. Peters

A chain of public lectures given on the Institute of schooling, collage of London offers the nucleus round which this assortment, initially released in 1967, is amassed. This assortment offers complete assurance of a fancy subject matter on the way to be of curiosity to these taken with the fields of philosophy and schooling alike. issues lined include:the logical and mental elements of studying, the concept that of play, rule and exercises, instructing and coaching, philosophical types of training.

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Additional resources for The Concept of Education (International Library of the Philosophy of Education Volume 17)

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The volume of a liquid is therefore necessarily more difficult to estimate than its depth. Hence, the apparent relationship between the identity of an object and its depth or height may well seem more obvious than that between 24â•… The Concept of Education the identity of an object and its volume. All this should be evident to one who is prepared merely to reflect about the situation, provided that he has the requisite concepts. Furthermore, it is not surprising that at a certain stage of development a child may be pulled in different directions: it is the same object for him to the extent that nothing has apparently been done to it which could cause it to change its volume or indeed change at all; yet it is different because its apparent depth and therefore apparent volume have changed.

Laws are introduced at a very early stage, with at best a few indications of the way in which they were arrived at. 2 Of the logical order which such teaching follows he writes: Logical order is not a form imposed on what is known; it is the proper form of knowledge as perfected. For it means that the statement of subject matter is of a nature to exhibit to one who understands it the premises from which it follows and the conclusions to which it points…. To the non-expert however this perfected form is a stumbling block….

There is a great variety of ways in which the jig-saw can be made up and the same is true in teaching science. The logical order emerges as you go along. The order is not an order of learning or of teaching—it is strictly a logical order not a temporal one. From this it would seem at first sight that the temporal order in teaching, in piecing together the pattern of relations, is for Dewey a matter of the empirical investigation of ways for achieving the pattern. Just what non-logical determination of methods he advocated we will return to later.

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