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The school and society

Por: Tipo de material: TextoIdioma: en Editor: Salt Lake City, UT : Project Gutenberg, 2024Edición: Revised editionDescripción: 1 online resource : multiple file formatsTipo de contenido:
  • text
Tipo de medio:
  • computer
Tipo de soporte:
  • online resource
Tema(s): Clasificación LoC:
  • LB
Recursos en línea: Créditos de producción:
  • Lukas Bystricky and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)
Resumen: "The School and Society" by John Dewey is an educational work published in 1899. Based on three influential lectures, it establishes a foundational framework for progressive education that responds to the Industrial Revolution's transformation of childhood learning. Dewey argues that modern schools must replace the practical, hands-on education children once received working alongside parents. He proposes making collaborative experimentation central to schoolwork, designing student-centered classrooms around children's natural interests rather than passive listening, and integrating manual training with academic subjects to reconnect theory with meaningful practice. (This is an automatically generated summary.)
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Wikipedia page about this book: https://en.wikipedia.org/wiki/The_School_and_Society

Release date is 2024-09-05

Lukas Bystricky and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)

"The School and Society" by John Dewey is an educational work published in 1899. Based on three influential lectures, it establishes a foundational framework for progressive education that responds to the Industrial Revolution's transformation of childhood learning. Dewey argues that modern schools must replace the practical, hands-on education children once received working alongside parents. He proposes making collaborative experimentation central to schoolwork, designing student-centered classrooms around children's natural interests rather than passive listening, and integrating manual training with academic subjects to reconnect theory with meaningful practice. (This is an automatically generated summary.)

Originally published: Chicago, IL: The University of Chicago Press, 1899

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