Moral Principles in Education Papyras Classics

← Moral Principles in Education

Chapter 7

Outline

Contents

  1. THE MORAL PURPOSE OF THE SCHOOL
  2. Moral ideas and ideas about morality 1
  3. Moral education and direct moral instruction 3
  4. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
  5. The unity of social ethics and school ethics 7
  6. A narrow and formal training for citizenship 8
  7. School life should train for many social relations 9
  8. It should train for self-direction and leadership 10
  9. There is no harmonious development of powers apart from social situations 11
  10. School activities should be typical of social life 13
  11. Moral training in the schools tends to be pathological and formal 15
  12. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
  13. Active social service as opposed to passive individual absorption 21
  14. The positive inculcation of individualistic motives and standards 23
  15. The evils of competition for external standing 24
  16. The moral waste of remote success as an end 25
  17. The worth of active and social modes of learning 26
  18. THE SOCIAL NATURE OF THE COURSE OF STUDY
  19. The nature of the course of study influences the conduct of the school 31
  20. School studies as means of realizing social situations 31
  21. School subjects are merely phases of a unified social life 32
  22. The meaning of subjects is controlled by social considerations 33
  23. Geography deals with the scenes of social interaction 33
  24. Its various forms represent increasing stages of abstraction 34
  25. History is a means for interpreting existing social relations 36
  26. It presents type phases of social development 37
  27. It offers contrasts, and consequently perspective 37
  28. It teaches the methods of social progress 38
  29. The failure of certain methods of teaching history 39
  30. Mathematics is a means to social ends 40
  31. The sociological nature of business arithmetic 41
  32. Summary: The moral trinity of the school 42
  33. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
  34. Conduct as a mode of individual performance 47
  35. Native instincts and impulses are the sources of conduct 47
  36. Moral ideals must be realized in persons 48
  37. Character as a system of working forces 49
  38. Force as a necessary constituent of character 49
  39. The importance of intellectual judgment or good sense 50
  40. The capacity for delicate emotional responsiveness 52
  41. Summary: The ethical standards for testing the school 53
  42. Conclusion: The practicality of moral principles 57