Democracy and Education by John Dewey

Introduction by Patricia H. Hinchey

i. Education as a Necessity of Life
1. Renewal of Life by Transmission
2. Education and Communication
3. The Place of Formal Education
Summary

ii. Education as a Social Function
1. The Nature and Meaning of Environment
2. The Social Environment
3. The Social Medium as Educative
4. The School as a Special Environment
Summary

iii. Education as Direction
1. The Environment as Directive
2. Modes of Social Direction
3. Imitation and Social Psychology
4. Some Applications to Education
Summary

iv. Education as Growth
1. The Conditions of Growth
2. Habits as Expressions of Growth
3. The Educational Bearings of the Conception of Development
Summary

v. Preparation, Unfolding, and Formal Discipline
1. Education as Preparation
2. Education as Unfolding
3. Education as Training of Faculties
Summary

vi. Education as Conservative and Progressive
1. Education as Formation
2. Education as Recapitulation and Retrospection
3. Education as Reconstruction
Summary

vii. The Democratic Conception in Education
1. The Implications of Human Association
2. The Democratic Ideal
3. The Platonic Educational Philosophy
4. The “Individualistic” Ideal of the Eighteenth Century
5. Education as National and as Social
Summary

viii. Aims in Education
1. The Nature of an Aim
2. The Criteria of Good Aims
3. Applications in Education
Summary

ix. Natural Development and Social Efficiency as Aims
1. Nature as Supplying the Aim
2. Social Efficiency as Aim
3. Culture as Aim
Summary

x. Interest and Discipline
1. The Meaning of the Terms
2. The Importance of the Idea of Interest in Education
3. Some Social Aspects of the Question
Summary

xi. Experience and Thinking
1. The Nature of Experience
2. Reflection in Experience
Summary

xii. Thinking in Education
1. The Essentials of Method
Summary

xiii. The Nature of Method
1. The Unity of Subject Matter and Method
2. Method as General and as Individual
3. The Traits of Individual Method
Summary

xiv. The Nature of Subject Matter
1. Subject Matter of Educator and of Learner
2. The Development of Subject Matter in the Learner
3. Science or Rationalized Knowledge
4. Subject Matter as Social
Summary

xv. Play and Work in the Curriculum
1. The Place of Active Occupations in Education
2. Available Occupations
3. Work and Play
Summary

xvi. The Significance of Geography and History
1. Extension of Meaning of Primary Activities
2. The Complementary Nature of History and
Geography
3. History and Present Social Life
Summary

xvii. Science in the Course of Study
1. The Logical and the Psychological
2. Science and Social Progress
3. Naturalism and Humanism in Education
Summary

xviii. Educational Values
1. The Nature of Realization or Appreciation
2. The Valuation of Studies
3. The Segregation and Organization of Values
Summary

xix. Labor and Leisure
1. The Origin of the Opposition
2. The Present Situation
Summary

xx. Intellectual and Practical Studies
1. The Opposition of Experience and True Knowledge
2. The Modern Theory of Experience and Knowledge
3. Experience as Experimentation
Summary

xxi. Physical and Social Studies: Naturalism and Humanism
1. The Historic Background of Humanistic Study
2. The Modern Scientific Interest in Nature
3. The Present Educational Problem
Summary

xxii. The Individual and the World
1. Mind as Purely Individual
2. Individual Mind as the Agent of Reorganization
3. Educational Equivalents
Summary

xxiii. Vocational Aspects of Education
1. The Meaning of Vocation
2. The Place of Vocational Aims in Education
3. Present Opportunities and Dangers
Summary

xxiv. Philosophy of Education
1. A Critical Review
2. The Nature of Philosophy
Summary

xxv. Theories of Knowledge
1. Continuity versus Dualism
2. Schools of Method
Summary

xxvi. Theories of Morals
1. The Inner and Outer
2. The Opposition of Duty and Interest
3. Intelligence and Character
4. The Social and the Moral
Summary

About the Text
About the Series

John Dewey

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