Sentences with phrase «many aims of education»

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.

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.

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.

What are, in fact, the aims of education?

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

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:

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.

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).

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 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.

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.

AE The Aims of Education and Other Essays.

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.

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.

In our new aims of education for the 1980's and beyond, therefore, we shall have to dedicate ourselves to bringing back, among other things, the civilized use of language (both written and oral), a sensitivity to beauty, powers of analytical reasoning, the intellectual vision of ourselves as historical creatures, the ability to cognitively articulate ideas rather than let communication skills courses degenerate into merely «touchie - feelie» experiences of «affirming the other,» and finally, a sensitivity to the nuances, complexities, and ambiguities of meanings.7 In this way, and only in this way, our educational system will equip its students for the future with an intellectual vision comprised of both knowledge and foresightful adaptability to environmental changes.

Such are, in brief outline, some of the main enduring values from Whitehead's reflections on education, chiefly from The Aims of Education, together with his perceptions of the relevance of the educational enterprise to his own culture.

Then I shall detail three crucial and dramatic ways in which society has changed since The Aims of Education.

The second, third, and fourth themes from The Aims of Education flow directly from the first.

The same line of thought, and new aims of education, apply as well to the first two enduring values from The Aims of Education.

One new aim of education must then be to resist imitating the incomparably more interesting and vivid electronic media to distinguish what goes on in the classroom from time - compressed, disjointed, non-sequential presentations of subject matter.

More than a half - century after The Aims of Education appeared in print, it is still true that, as Henry Wyman Holmes once observed, «The wit, the common sense, the penetration of the essays... commend them so decisively to teachers» (WVE 633).

(The Aims of Education [Mentor ed.; New York: Macmillan, 1929; New York: New American Library, 1949], p. 26.)

Against this back - ground, we can consider some aims of education, about which Whitehead has written.

There is a passage in the Aims of Education (1932, 104) where he says that the languages of heaven will be Chinese, Greek, French, German, Italian and English — note, not Hebrew and Latin.

The earlier essays on The Aims of Education had already tended to emphasize the fact that students have bodies, which they bring to class with them.

The answer is to be found, in part at least, in the aim of education itself.

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

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

If the aim of education is to reconcile high achievement and social integration (Finland serving as an excellent example), it can be concluded that Sweden's free schools have had the opposite effect.

Beauty contests via international rankings play a useful role to combat complacency by political leaders, although rankings can never be the aim of education alone, but more the start of a conversation on the quality of education systems.

Meira Levinson on the Aims of Education Philosophy Bites podcast, 1/18/15 «Historically the philosophy of education has been at the core of the subject.

State - level funding litigation has often revealed that education systems are based upon the bargains struck by politicians that are divorced from a rigorous analysis of the aims of education and the best means to achieve them.

Setting aside practical and policy questions about how to accomplish that goal, serious questions about the proper «aims of education» cited by Ogletree and Robinson remain unsettled.

UDHR as well as ICESCR set out the full development of the human personality as a central aim of education.

«If the aim of Education be correctly defined as being to give a knowledge of the best and noblest things done or said in the world, then Education must keep a place for the Classics or be untrue to itself.»

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.

The aim of the Education Redesign Lab is to engage in a research - informed design process to create a «new engine» for education and child development.

If the aim of education reform is that all students should experience «gifted teaching,» then the expertise and support of educators of the gifted should be a part of those efforts.

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

Explains how the real aims of education have been lost in the current push to raise test scores through what Dr. Armstrong calls «the academic achievement discourse.».

One of the most far reaching and influential projects to distinguish how teachers and students should utilize technology in support of the aims of education can be found in the ISTE National Technology Standards.

Issue: Despite wide disagreements about the role of schools and even the aims of education in our society, there is a growing consensus across a broad political and ideological spectrum that more students than ever before must graduate from high school prepared to meet high standards for postsecondary education or the workforce.

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.