is inclusion of past only in so far as it mav help to explain present and to direct its movement. e. Unfolding: In place of static, unattainable, transcendental goal, to be sought through operations lacking meaning on their own account, is substituted progressive goal, attainable and possessing value at every stage. III. Conclusion. A. Application of criteria of good definition of education (see I, B: 1, 2, 3, 4, 5).* 1. Education as an adjustment. (1) Dewey: Environment is thought of as (2) King: Ideal of social adjustment expresses only half-truth, social participation being broader term (see 1); eagerness to act on own account should not be suppressed while individual is learning new adjustments (see 3). b. Favorable criticism. (1) Horne: Practical is basis of theoretical (see 4). The references in parentheses throughout this section are to the criteria given in the introduction. (2) Ruediger: Aim is broad enough to embrace all stages and varieties of education (see 1); it views subject from scientific standpoint and removes education from realm of philosophical and theological opinion and other partial views, and places it on same dignified footing as other callings based on sciences (see 4). 2. Education as development of social efficiency. a. Unfavorable criticism. (1) Bagley: Aim leaves open question, “What is the destiny of human society?" (see 3). (2) Ruediger (as stated by Bagley): Aim is frankly objective, reassuring educational values not by subjective effects of educational materials upon individual, but by objective effects of these materials-their outcome in so far as this affects society (see 1). (3) Ruediger: Equivalence of moral and social is not popularly recognized (see 1 and 4). (4) Ruediger: There is too great subordination of individual to group (see 2). b. Favorable criticism. (1) Bagley: Aim does not preclude cultivation of those tastes, divergences, and proclivities that bring individual own subjective rewards, in so far as this would not interfere with highest good of others (see 1 and 2); to work for others is indispensable factor in insuring highest measure of social efficiency (see 5). (2) Henderson: Essential function of conception of efficiency is to serve as criterion to determine among rival courses of study and methods of teaching those which should prevail (see 4). 3. Education as development of personality. a. Unfavorable criticism. (1) Dutton: Definition of education as process of giving to individual all perfection of which he is capable is inadequate now when religion and philanthropy are both striving to increase social conscience and to discover broadest avenues of social service (see 4). (2) Henderson: We can not determine end of education except by consideration of social life for entrance to which it constitutes preparation (see 1). b. Favorable criticism. (1) Monroe: Meaning of education today is process of relating individual to society so as to secure development of personality and social welfare (see 2 and 5). 4. Education as reconstruction of experience. a. Unfavorable criticism. (1) Ruediger: Social aim as defined by Dewey lacks in breadth (see 1). b. Favorable criticism. (1) Dewey: Essential contrast of idea of education as continuous reconstruction with other one-sided conceptions is that it identifies end (result) and process (see 4 and 5). (2) Kilpatrick: Growth is toward richer life (see 3). (3) Monroe: Professor Dewey has done more than any one else to elaborate eclectic view of education that harmonizes conflicting ideas of old tendencies (see 4). B. Summary. 1. Agreement among educators about fundamentals of education itself is striking. a. Various definitions represent varying emphases and varying conceptions of aim. (1) New education has been of value in improving spirit and dictating advance of instruction more than in changing means. (2) Definitions most acceptable at present seek to combine elements of individual rights and social duties and to find their harmonization in nature of educational process. 3. Task of thinker in education is to harmonize apparently discrepant points of view and make progress possible through elimination of trivial and transient and utilization of truth in each. a. Not all definitions are harmless. b. Perfect conception of education will be possible only with perfect comprehension of life. BIBLIOGRAPHY.1 GRADE A. Bagley, W. C.-Educative Process, ch. 3, pp. 40, 45 ff. Educational Values. Butler, N. M.-Meaning of Education, pp. 25-26. Coe, G. A.-Psychology of Religion, p. 65, fn. Dewey, J.-Articles in Cyclopedia of Education on Adjustment and Definition. Democracy and Education. Henderson, E. N.-Principles of Education, chs. 1, 18. Horne, H. H.-Philosophy of Education. Monroe, P.-History of Education, ch. 14. Ruediger, W. C.-Principles of Education. Strayer and Norsworthy.-How to Teach, ch. 1. Welton, J.-What Do We Mean by Education? chs. 1, 2. GRADE B. Bolton, F. E.-Principles of Education. King, I.-Education for Social Efficiency, ch. 1. MacVannel, J. A.-Outline of Course in Philosophy of Education, pp. 26 ff. References are graded according to their helpfulness in the preparation of the outline. O'Shea, M. V.-Education as Adjustment. Ward, L. F.-Dynamic Sociology. GRADE C. Dewey, J.-Articles in Cyclopedia of Education on Education and End in Education. Child and Curriculum. Dutton, S. T.-Social Phases of Education in School and Home. Thorndike, E. L.-Education, ch. 2. Vincent, G. E.-Social Mind and Education. Dewey, J.-How We Think. GRADE D. Moral Principles of Education. Draper, A. S.-American Education, pp. 283 ff. Eliot, C. W.-Education for Efficiency. Harris, W. T.-Psychologic Foundations of Education. Hobhouse, L. T.-Social Evolution and Political Theory. Howerth, I. W.-Articles on Development of the Social Aim in Educa tion, Journal of Pedagogy, XII, 230-242; XIII, 102-109; 169-180. Judd, C. H.-Genetic Psychology for Teachers, ch. 5. Moore, E. G.-What is Education? Scott, C. A.-Social Education, ch. 3. |