Présentation de l'éditeur
This book was originally published prior to 1923, and represents a reproduction of an important historical work, maintaining the same format as the original work. While some publishers have opted to apply OCR (optical character recognition) technology to the process, we believe this leads to sub-optimal results (frequent typographical errors, strange characters and confusing formatting) and does not adequately preserve the historical character of the original artifact. We believe this work is culturally important in its original archival form. While we strive to adequately clean and digitally enhance the original work, there are occasionally instances where imperfections such as blurred or missing pages, poor pictures or errant marks may have been introduced due to either the quality of the original work or the scanning process itself. Despite these occasional imperfections, we have brought it back into print as part of our ongoing global book preservation commitment, providing customers with access to the best possible historical reprints. We appreciate your understanding of these occasional imperfections, and sincerely hope you enjoy seeing the book in a format as close as possible to that intended by the original publisher.
Présentation de l'éditeur
‘The Sources of a Science of Education’ was written by John Dewey, an influential educationalist, philosopher and psychologist. Dewey was chiefly concerned with schooling and civil society; a strong advocate of democracy, he argued that true political freedom could only be attained through a fully formed public opinion – not just voting rights. With this in mind, Dewey set up his own system of schooling, the pragmatics of which are detailed in this book. His educational system was focused on combining concept with practical application, attempting to lessen the gap between educational theory and its execution in reality. This text contains an author biography, briefly detailing Dewey’s life, as well as thematic chapters. The issue Dewey tackles include ‘Education as a Science’, ‘the insufficiency of borrowed techniques in teaching’ and ‘Laws vs. Rules.’ It is essential reading for anyone interest in didactic theory, philosophy and adolescent education.
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