This link has been bookmarked by 3 people . It was first bookmarked on 13 May 2008, by Marisa P.
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28 Mar 10
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26 Mar 10
Howard RheingoldFrom the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school -- its isolation from life. When the child gets into the schoolroom he has to put out of his mind a large part of the ideas, interests, and activities that predominate in his home and neighborhood. So the school, being unable to utilize this everyday experience, sets painfully to work, on another tack and by a
(90) variety of means, to arouse in the child an interest in school studies.-
From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school -- its isolation from life. When the child gets into the schoolroom he has to put out of his mind a large part of the ideas, interests, and activities that predominate in his home and neighborhood. So the school, being unable to utilize this everyday experience, sets painfully to work, on another tack and by a
(90) variety of means, to arouse in the child an interest in school studies.
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13 May 08
Marisa PAnnotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.brocku.ca%2FMeadProject%2FDewey%2FDewey_1907%2FDewey_1907c.html
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Consider the training schools for teachers
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They are isolated from the higher subject-matter of scholarship, since, upon the whole, their object has been to train persons how to teach, rather than w/at to teach; while, if we go to the college, we find the other half of this isolation -- learning what to teach, with almost a contempt for methods of teaching.
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But the lack of fundamental unity is witnessed in the fact that one study is still considered good for discipline, and another for culture; some parts of arithmetic, for example, for discipline and others for use, literature for culture, grammar for discipline, geography partly for utility, partly for culture; and so on. The unity of education is dissipated, and the studies become centrifugal; so much of this study to secure this end, so much of that te secure another, until the whole becomes a sheer compromise and patchwork between contending aims and disparate studies.
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From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school.
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When we think that we all live on the earth, that we live in an atmosphere, that our lives are touched at every point by the influences of the soil, flora, and fauna, by considerations of light and heat, and then think of what the school study of geography has been, we have a typical idea of the gap existing between the everyday experiences of the child, and the isolated material supplied in such large measure in the school
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as true in the school as in the university that the spirit of inquiry can be got only through and with the attitude of inquiry.
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If the four corners represent practice, the interior represents the theory of the practical activities. In other words, the object of these forms of practice in the school is not found chiefly in themselves, or in the technical skill of cooks, seamstresses, carpenters and masons, but in their connection, on the social side, with the life without; while on the individual side they respond to the child's need of action, of expression, of desire to do something, to be constructive and creative, instead of simply passive and conforming
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These are the two great things in breaking down isolation, in getting connection -- to have the child come to school with all the experience he has got outside the school, and to leave it with something to be immediately used in his everyday life.
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The isolation of studies as well as of parts of the school system disappears.
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But there are only one or two that have tried to make a connection between theory and practice. They teach for the most part by theory, by lectures, by reference-to books, rather than through the actual work of teaching itself. At Columbia, through the Teachers' College, there is an extensive and close connection between the University and the training of teachers.
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