Group items tagged

Later, I talked to the gentleman who thought the session was negative, and his reason was because he was left out, and didn’t know how to get twitter started.

we can tell as people actually took the time to blog about it

I think our culture is being overrun by big mouths & squeaky wheels. Not everyone wants to jump into the mosh pit or finds it boring to have useful information presented in a structured format.

Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America

His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.

means to ends

These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.

1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.

The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.

The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.

third period of elementary education

the second period

And even fewer teachers, parents, and school leaders want students to have access to eMail and instant-messaging accounts from school.

Keeping school leaders well informed is the first step toward helping to bridge this disconnect

Hopefully, the results of this survey will reach them. If school leaders become more familiar with student views,

his vision for the ultimate school is one where the teachers and the principal actively seek and regularly include the ideas of students in discussions and planning for all aspects of education—not just technology.