Sentences with phrase «aims of education»

Unfortunately, play and exploration are typically considered a leisure activity or are thought of as separate from the central aims of education.

The primary aim of education in such a society is not to teach people to think for themselves or question things as they are.

Thus, our guiding theme is that the primary aim of education should be conversion from the self - centered striving for advantage to a life of loyal dedication to excellence.

Reflection on the obvious irrationality of continuing race prejudice may help to make clear our central theme that the first aim of education should be the awakening of devotion to what is good, in order that growth in knowledge and skill may serve some valuable purpose.

«The great aim of education is not knowledge but action.»

The final aim of education is from the last statement in Whitehead's essay by the same name.

Are there any Whiteheadian aims of education (that it produce a person of culture, «many» thought to action, and teach a sense of style, a sense of duty and a sense of reverence) that seem predicated by his own schooling?

Although his exhaustive Principia Mathematica (with Bertrand Russell, 1910 - 1913) and his revolutionary Process and Reality (1929) stand as twin monuments to his mind's adventures, it is likely that the sensible Aims of Education and Other Essays (1929) can claim a wider readership over the past sixty years than the other two volumes combined.

Thus, the general aims of education are to intensify and extend human desires through the charting of possibilities for enjoyment, and to supply the tools necessary for the effective exploitation of these possibilities.

The social aim of education is the shaping of the human person and this occurs not simply in freeing human consciousness from «tradition,» but in shaping and orienting it toward societal goods.

«The true aim of education is to awaken real powers of perception and judgment in relation to life and living.

Embracing strong content delivery, skill development, and a supportive social - emotional environment, middle schools were a shift toward fulfilling the progressive aims of education.

To save man from the morass of propaganda, in my opinion, is one of the chief aims of education.

David J. Ferrero (p. 22) bewails the lack of support for the more personal and civic aims of education and suggests that a strong education in the humanities can bring these forgotten values to the forefront without depriving students of the economic benefits of education.

The economic aims of education should not obscure the personal and civic purposes of schooling.

More importantly, we have also developed to a large degree the capacity to refuse the pressures of a test - prep curriculum, weighing the outcomes of those pressures against the many aims of education that also compel us as professional educators and as citizens.

Mere educational excellence can not be considered as the basic criterion to assess the worthiness of student because the fundamental aim of education is to bring forth overall development.

To further the club aims of the education of members and the general public in the care, handling, breeding, showing, and training of their dogs by providing an opportunity to work together, and with experts, on their common problems; and to promote good fellowship among Golden Retriever owners.

If this chief cause of moral failure and confusion is to be remedied, the central aim of education should be the transformation of persons so that they will serve the good instead of pleasing themselves.

Norman Cousins describes humanizing education: «The first aim of education should not be to prepare young people for careers but to enable them to develop respect for life.

British philosopher and sociologist Herbert Spencer once wrote that, «The great aim of education is not knowledge, but action.»

This way of framing the aims of education would provide students with access to the process by which particular perspectives, working hypotheses, and dumb guesses sometimes are prized for more than their momentary usefulness, how they come into general use, are embedded in habits and common sense, generalized into legal conventions and scientific theories, questioned for their inadequacies and then reformed or cast aside.

2 For a comparison of Whitehead's conclusions and the recommendations in the Committee Report, see R. S. Brumbaugh, «Whitehead's Educational Theory: Two Supplementary Notes to The Aims of Education,» Educational Theory (1966), pp. 210 - 15.

For changes in references to textbooks between the OT chapters and their versions in The Aims of Education,» see my notes, cited above, p. 214f.

See especially Brumbaugh's «Whitehead's Educational Theory: Two Supplementary Notes to the Aims of Education» (Education Theory [1964]: 210 - 215).

Two of the major ideas in those essays are discussed here: the rhythms and the aims of education.

What are, in fact, the aims of education?

If one of the aims of education is to produce a person of culture who is receptive to beauty and humane thought, do we draw up lists of great books, require study of paintings of the masters, impose a selection of music for students to listen to?

The choice of attaining style as one aim of education is entirely consistent with Whitehead's notion that inert ideas are the most corrupt part of a curriculum: style embraces a morality intolerant of superfluous knowledge.

Employing an unusual choice of word, Whitehead says that another aim of education is the acquisition of «style» which he classified as the most austere of all mental qualities.

Whitehead sees an aim of education as aiding the student in developing the habit of appreciating not just one value but an interplay of emergent values.

For Dewey, the aim of education is growth in and of experience, and the aim of growth is more growth.

In The Function of Reason (1929), thirteen years after he had first considered the theory in «The Aims of Education,» the rhythm motif returns:

Another aim of education is to impart a sense of the power of ideas and a sense of the beauty of their structure.

This was published in The Organization of Thought: Educational and Scientific (London, 1917, 1929), But this reference is omitted from The Aims of Education (New York; 1949).

The writings of F.S.C. Northrop, Alfred North Whitehead and Charles Hartshorne and their assumptions about knowledge and metaphysics, with special attention to Whitehead's aims of education.

There is a sentence in The Aims of Education which deposits these ideas directly on the doorstep of education.

AE The Aims of Education and Other Essays.

And that is the aim of education.

Whitehead's ideas about education are contained in Whitehead, Alfred North, The Aims of Education and Other Essays (New York: A Mentor Book, The New American Library of World Literature, Inc., 1963), and in the final chapter of his Science and the Modern World (New York: A Mentor Book, The New American Library of World Literature, Inc., 1956), Chapter XIII, «Requisites for Social Progress,» pp. 192 - 208.

But this fault aside, there are several enduring values in The Aims of Education, even for a culture drastically unlike that to which it was addressed, and thus relevant for reasons which its author could not have suspected.