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041		7	_aen _2iso639-1
050		4	_aLB
100	1		_aBourne, Randolph Silliman, _d1886-1918
245	1	0	_aEducation and living
264		1	_aSalt Lake City, UT : _bProject Gutenberg, _c2022
300			_a1 online resource : _bmultiple file formats
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_a"Reprinted with slight additions from the pages of the 'New Republic'."--Preface
500			_aRelease date is 2022-09-05
505	0		_aEducation and living -- The self-conscious school -- The wasted years -- Puzzle-education -- Learning out of school -- In a schoolroom -- The cult of the best -- Education in taste -- Universal service and education -- The schools from the outside -- The Portland school survey -- What is experimental education? -- The organic school -- Communities for children -- Really public schools -- Apprentices to the school -- The natural school -- The democratic school -- The trained mind -- Class and school -- A policy in vocational education -- An issue in vocational education -- Organized labor on education -- Education for work -- Continuation schools -- Who owns the universities -- The undergraduate -- Medievalism in the colleges.
508			_aEmmanuel Ackerman and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)
520			_a"Education and Living" by Randolph Bourne is a collection of essays on educational philosophy written in the early 20th century. The work explores the transformation of schools into meaningful environments for children, advocating for an educational approach that intertwines learning with living, emphasizing active participation rather than passive reception of knowledge. Bourne draws significantly from the progressive educational theories of John Dewey, delving into the importance of fostering curiosity, creativity, and community-oriented experiences within the educational system. At the start of "Education and Living," the author introduces the pivotal concept of education as an extension of life itself rather than merely a preparation for it. He critiques the traditional structure of schools, likening them more to correctional facilities than to spaces conducive for joyful and meaningful engagement. Bourne stresses the need to redefine educational practices to better serve the developmental and social needs of children, urging educators to create environments where curiosity can flourish. He sets the stage for a series of essays that will further dissect the rigidities of the current system while advocating for a more holistic, experimental approach to education that embraces the chaotic and rich tapestry of childhood experiences. (This is an automatically generated summary.)
534			_pOriginally published: _cUnited States: The Century Co., 1917
653			_aEducation
856	4		_uhttps://archive.org/details/educationliving00bourrich
856	4	0	_uhttps://www.gutenberg.org/ebooks/68912
999			_c109716 _d109716