| 000 | 02349cam a22003013u 4500 | ||
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| 001 | 20555 | ||
| 003 | UtSlPG | ||
| 005 | 20260610133456.0 | ||
| 006 | m | ||
| 007 | cr n | ||
| 008 | 260607r2007||||utu|||||o|||||||||||||| d | ||
| 040 | _aUtSlPG | ||
| 041 | 7 |
_aen _2iso639-1 |
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| 050 | 4 | _aLB | |
| 100 | 1 |
_aHolmes, Edmond, _d1850-1936 |
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| 245 | 1 | 0 |
_aWhat Is and What Might Be : _bA Study of Education in General and Elementary Education in Particular |
| 264 | 1 |
_aSalt Lake City, UT : _bProject Gutenberg, _c2007 |
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| 300 |
_a1 online resource : _bmultiple file formats |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 500 | _aRelease date is 2007-02-10 | ||
| 508 | _aProduced by R. Cedron, Andrew Sly and the Online Distributed Proofreading Team at https://www.pgdp.net | ||
| 520 | _a"What Is and What Might Be" by Edmond Holmes is a philosophical treatise on education, written in the early 20th century. The work critically examines the prevailing educational systems, particularly elementary education, and argues against the externalism that prioritizes measurable outcomes over personal growth and intrinsic learning. Holmes advocates for a reformed approach to education that emphasizes the importance of fostering the child’s natural development, asserting that true education should empower children to grow and think independently. The opening of the book introduces Holmes's critique of the existing education model, which he believes stifles creativity and self-initiative in children by focusing too heavily on rote learning and obedience. He posits that many educational institutions operate under the assumption that children cannot achieve growth without constant oversight, leading to a system that produces passive learners. He challenges this paradigm by reiterating that education should nurture growth through self-directed exploration, allowing children to develop their latent abilities. Holmes’s passionate call for reform sets the stage for an in-depth analysis of the philosophical underpinnings of Western education and its consequences on human development. (This is an automatically generated summary.) | ||
| 534 | _nOriginal publication data not identified | ||
| 653 | _aEducation | ||
| 856 | 4 | 0 | _uhttps://www.gutenberg.org/ebooks/20555 |
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_c61826 _d61826 |
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