The Science of Education: A Paraphrase of Dr. Karl Rosenkranz's Paedagogik Als SystemG.I. Jones, 1872 - 104 strán (strany) |
Vyhľadávanie v obsahu knihy
Výsledky 1 - 5 z 24.
Strana 15
... Habit [ habitual conduct or behavior ] . It con- ditions formally all progress ; for that which is not yet be- come habit , but which we perform with design and an exer- cise of our will , is not yet a part of ourselves . § 29. As to Habit ...
... Habit [ habitual conduct or behavior ] . It con- ditions formally all progress ; for that which is not yet be- come habit , but which we perform with design and an exer- cise of our will , is not yet a part of ourselves . § 29. As to Habit ...
Strana 16
... Habit lays aside its indifference to an external action through reflection on the advantage or disadvantage of the same . Whatever tends as a harmonious means to the reali- zation of an end is advantageous , but that is disadvantageous ...
... Habit lays aside its indifference to an external action through reflection on the advantage or disadvantage of the same . Whatever tends as a harmonious means to the reali- zation of an end is advantageous , but that is disadvantageous ...
Strana 17
... habit and to adopt another . Through his freedom he must be able not only to renounce any habit formed , but to form a new one ; and he must so govern his system of habits that it shall exhibit a constant progress of development into ...
... habit and to adopt another . Through his freedom he must be able not only to renounce any habit formed , but to form a new one ; and he must so govern his system of habits that it shall exhibit a constant progress of development into ...
Strana 27
... habit , and transfigures individuality into a worthy humanity . Education ends in that emancipa- tion of the youth which places him on his own feet . The special elements which form the concrete content of all Edu- cation in general are ...
... habit , and transfigures individuality into a worthy humanity . Education ends in that emancipa- tion of the youth which places him on his own feet . The special elements which form the concrete content of all Edu- cation in general are ...
Strana 42
... habit of comparing our conceptions with the perceptions from which they arose ; and these perceptions , since they are lia- ble to change by reason of their empirical connection with other objects , must be frequently compared with our ...
... habit of comparing our conceptions with the perceptions from which they arose ; and these perceptions , since they are lia- ble to change by reason of their empirical connection with other objects , must be frequently compared with our ...
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Časté výrazy a frázy
absolute abstract actual æsthetic animal appear arises Aristotle attain attention beautiful become belongs called cation character child church conception consciousness Corporal punishment culture deed determined distinction distinguish educa elements Epicureans eral especially ethical exercise existence external Fichte force freedom German give Greeks Gymnastics habit hence human idea ideal imagination individual instruction intellectual intelligence isolation Jesuits knowledge laws living logical manifestation means memory ment mind monkish moral nation nature necessary necessity obedience object organism Pedagogics perception Persian Peter Schlemihl phase Philosophy physical Pietism Plato play possess practical presupposes principle Protestantism psychology punishment pupil quietism racter realize Realschule reason relation religion religious feeling Roman self-determination sense sense-perception Sexual Education soul spirit stage stand-point teacher teaching Telemachus theocratic things thinking activity thought tical tion true truth uncon unity universal viduality youth
Populárne pasáže
Strana 74 - The identity which we ascribe to the mind of man is only a fictitious one, and of a like kind with that which we ascribe to vegetables and animal bodies. It cannot therefore have a different origin, but must proceed from a like operation of the imagination upon like objects.
Strana 74 - The difference betwixt these consists in the degrees of force and liveliness with which they strike upon the mind and make their way into our thought or consciousness. Those perceptions which enter with most force and violence we may name impressions ; and under this name I comprehend all our sensations, passions, and emotions, as they make their first appearance in the soul. By ideas I mean the faint images of these in thinking and reasoning...
Strana 26 - The end and aim of Education is the emancipation of the youth. It strives to make him self-dependent, and as soon as he has become so it wishes to retire and to be able to leave him to the sole responsibility of his actions.
Strana 55 - Therefore is Space, and therefore Time, that man may know that things are not huddled and lumped, but sundered and individual. A bell and a plough have each their use, and neither can do the office of the other. Water is good to drink, coal to burn, wool to wear; but wool cannot be drunk, nor water spun, nor coal eaten. The wise man shows his wisdom in separation, in gradation, and his scale of creatures and of...
Strana 74 - ALL THE perceptions of the human mind resolve themselves into two distinct kinds, which I shall call impressions and ideas. The difference betwixt these consists in the degrees of force and liveliness with which they strike upon the mind and make their way into our thought or consciousness. Those perceptions which enter with most force and violence we may name impressions; and under...
Strana 13 - Form of Education. § 23. The general form of Education is determined by the nature of the mind, that it really is nothing but what it makes itself to be. The mind is (1) immediate (or potential), but (2) it must estrange itself from itself as it were, so that it may place itself over against itself as a special object of attention ; (3) this estrangement is finally removed through a further acquaintance with the object...
Strana 10 - ... in order to distinguish these. "Breaking" consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to himself. On the other hand, it is the nature of Education only to assist in the producing of that which the subject would strive most earnestly to develop for himself if he had a clear idea of himself.
Strana 15 - In general, the arts, the sciences, and productions, stand in this relation to each other : the accumulation of stores of knowledge is the recreation of the mind which is engaged in independent creation, and the practice of arts fills the same office to those whose work is to collect knowledge.
Strana 25 - We must characterize those habits as bad which relate only to our convenience or our enjoyment. They are often not blamable in themselves, but there lies in them a hidden danger that they may allure us into luxury or effeminacy.
Strana 19 - That which at first appeared to be another than itself is now seen to be itself. Education cannot create ; it can only help to develop to reality the previously existent possibility ; it can only help to bring forth to light the hidden life.