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    Moral Principles in Education
    Moral Principles in Education
    Moral Principles in Education
    Ebook74 pages48 minutes

    Moral Principles in Education

    By John Dewey

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    LanguageEnglish
    PublisherArchive Classics
    Release dateJan 1, 1958
    Moral Principles in Education

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      Book preview

      Moral Principles in Education - John Dewey

      The Project Gutenberg EBook of Moral Principles in Education, by John Dewey

      This eBook is for the use of anyone anywhere at no cost and with

      almost no restrictions whatsoever.  You may copy it, give it away or

      re-use it under the terms of the Project Gutenberg License included

      with this eBook or online at www.gutenberg.net

      Title: Moral Principles in Education

      Author: John Dewey

      Release Date: April 25, 2008 [EBook #25172]

      Language: English

      *** START OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***

      Produced by Barbara Tozier, Bill Tozier and the Online

      Distributed Proofreading Team at http://www.pgdp.net

      Riverside Educational Monographs

      EDITED BY HENRY SUZZALLO

      SOMETIME PROFESSOR OF THE PHILOSOPHY OF EDUCATION TEACHERS COLLEGE, COLUMBIA UNIVERSITY, AND PRESIDENT OF THE UNIVERSITY OF WASHINGTON

      MORAL PRINCIPLES IN EDUCATION

      BY

      JOHN DEWEY

      PROFESSOR OF PHILOSOPHY IN COLUMBIA UNIVERSITY

      HOUGHTON MIFFLIN COMPANY

      BOSTON · NEW YORK · CHICAGO · DALLAS

      SAN FRANCISCO

      The Riverside Press Cambridge

      COPYRIGHT, 1909, BY JOHN DEWEY

      ALL RIGHTS RESERVED

      The author has drawn freely upon his essay on Ethical Principles Underlying Education, published in the Third Year-Book of The National Herbart Society for the Study of Education. He is indebted to the Society for permission to use this material.

      The Riverside Press

      CAMBRIDGE, MASSACHUSETTS

      PRINTED IN THE U.S.A.

      CONTENTS

      Introduction

      The Moral Purpose of the School

      The Moral Training Given by the School Community

      The Moral Training from Methods of Instruction

      The Social Nature of the Course of Study

      The Psychological Aspect of Moral Education

      Outline

      INTRODUCTION

      Contents

      Education as a public business

      It is one of the complaints of the schoolmaster that the public does not defer to his professional opinion as completely as it does to that of practitioners in other professions. At first sight it might seem as though this indicated a defect either in the public or in the profession; and yet a wider view of the situation would suggest that such a conclusion is not a necessary one. The relations of education to the public are different from those of any other professional work. Education is a public business with us, in a sense that the protection and restoration of personal health or legal rights are not. To an extent characteristic of no other institution, save that of the state itself, the school has power to modify the social order. And under our political system, it is the right of each individual to have a voice in the making of social policies as, indeed, he has a vote in the determination of political affairs. If this be true, education is primarily a public business, and only secondarily a specialized vocation. The layman, then, will always have his right to some utterance on the operation of the public schools.

      Education as expert service

      I have said some utterance, but not all; for school-mastering has its own special mysteries, its own knowledge and skill into which the untrained layman cannot penetrate. We are just beginning to recognize that the school and the government have a common problem in this respect. Education and politics are two functions fundamentally controlled by public opinion. Yet the conspicuous lack of efficiency and economy in the school and in the state has quickened our recognition of a larger need for expert service. But just where shall public opinion justly express itself, and what shall properly be left to expert judgment?

      The relations of expert opinion and public opinion

      In so far as broad policies and ultimate ends affecting the welfare of all are to be determined, the public may well claim its right to settle issues by the vote or voice of majorities. But the selection and prosecution of the detailed ways and means by which the public will is to be executed efficiently must remain largely a matter of specialized and expert service. To the superior knowledge and technique required here, the public may well defer.

      In the conduct of the schools, it is well for the citizens to determine the ends proper to them, and it is their privilege to judge of the efficacy of results.

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