DeepDyve eBooks - A social basis of education.

Determining educational aims.

Tuttle, Harold S.

Pages: 19 –51

Education began not with a program of conscious aims but under a set of imperative needs. All life involves progressive adjustment,—the more complex the form of life the more distant are the outcomes sought. The crude beginnings of education constituted an extension of outcomes beyond those...

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Education and progress.

Tuttle, Harold S.

Pages: 52 –65

That the progress of civilization is the chief concern of education is the contention of James Harvey Robinson. The statement of the previous chapter requires amendment in harmony with this assertion, before it can hold final significance for education. The aim of education has been stated as the...

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Criteria of progress.

Tuttle, Harold S.

Pages: 66 –82

While the analogy between individual and society is suggestive it is only an analogy. Indeed the word progress itself is only an analogy. Society does not actually move; and its goal is not a thing, located at a definite place. Ideals are vital because they are mental pictures of activities; and...

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Education for appreciation.

Tuttle, Harold S.

Pages: 83 –96

Assuming that our major contentions thus far are sound, a very important question still remains. We may accept progress toward a better civilization as our goal. We may agree that the aim of education is to foster such progress. We may indeed feel confident that the eight criteria of progress...

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Culture and progress.

Tuttle, Harold S.

Pages: 97 –106

In its broader definitions, culture has been discussed for a good many decades as of central significance in any educational program. It is necessary to define the concept before attempting to analyze its place in education. By one group culture is thought of as a generalized developmental...

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Efficiency and progress.

Tuttle, Harold S.

Pages: 107 –118

The foregoing discussion of civilization, culture, and progress has indicated a unity of meaning of the three terms. It is, therefore, sufficient to select for further definition only the most comprehensive of these terms, which is progress. The word 'progress' is used in this connection as...

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The child and society.

Tuttle, Harold S.

Pages: 123 –139

In any attempt to study the processes of socializing children the old problem of heredity and environment is faced. It would be much simpler merely to describe the steps in learning, and to take for granted the possibility of learning; but if the aim of education is to be attained, the...

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The learning process: Interests.

Tuttle, Harold S.

Pages: 140 –158

Whatever be its aim, teaching is always conditioned by the nature of the learning process. Bagley pointed out years ago that the aim does not fundamentally modify the method. Learning represents a series of changes. The direction of those changes will affect the content of the training, but not...

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The learning process: Intelligence.

Tuttle, Harold S.

Pages: 159 –172

The simplest forms of learning are mere repetition of precise responses, over and over, until they become completely mechanized. These tendencies are called 'skills' (by some psychologists, 'habits,' without precise distinction). Skills are attained in proportion as resistance in appropriate...

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A social basis of education.

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A social basis of education.

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