The School and Society
| Type of publication: | Book |
| Citation: | Dewey1907 |
| Year: | 1907 |
| Publisher: | The University of University of Chicago Press |
| Address: | Chicago |
| URL: | http://www.brocku.ca/MeadProje... |
| Abstract: | Editors' Notes : This HTML version of School and Society is based on a combination of the the 1907 reprint and the 1915 revised edition. In the second, Dewey dropped the fourth chapter from the original version and added five additional essays that had been published elsewhere. As a result this combined edition has two Chapter 4s. The School and Society may be Dewey's most popular (and most translated) publication. It describes the rationale behind the University Elementary School that made his pedagogic approach famous. Originally published in 1900, we present the 1907 edition for two reasons. First the only copy of the 1900 edition that we have been able to locate was too fragile for photocopying or scanning. Second, the later printings of the book acknowledge the role played by George and Helen Mead in preparing the text. The School and Society is similar to Mead's Mind Self and Society. The text is based on stenographic notes of lectures, prepared for publication by colleagues, in the absence of the author. Mead was very involved in the school program, enrolling his son Henry as a student, and serving as president of the Parents' Association. Dewey's approach to education is the basis of Mead's later work on educational reform, particularly as that work relates to vocational education and approaches to curriculum development in general. For the sake of ease of access, each lecture is accessed separately from the Table of Contents. This document preserves only the Prefactory notes and other unnumbered pages in the document. Unfortunately, the copies of the pencil drawing referred to in the table of contents and described in Lecture 2, were too poorly preserved to reproduce. We are working at finding better copies for inclusion here. Quote (page 116-117): "I. What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life -- instead of having the school a place where the child comes solely to learn certain lessons ? What can be done to break down the barriers which have unfortunately come to separate the school life from the rest of the everyday life of the child ? This does not mean, as it is sometimes, perhaps, interpreted to mean, that the child should simply take up in the school things already experienced at home and study them, but that, so far as possible, the child shall have the same attitude and point of view in the school as in the home; that he shall (117) find the same interest in going to school, and in there doing things worth doing for their own sake, that he finds in the plays and occupations which busy him in his home and neighborhood life. It means, again, that the motives which keep the child at work and growing at home shall be used in the school, so that he shall not have to acquire another set of principles of actions belonging only to the school -- separate from those of the home. It is a question of the unity of the child's experience, of its actuating motives and aims, not of amusing or even interesting the child." |
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