Education as Growth

The power to grow depends upon the need for others and plasticity. Both of these conditions are at their height in childhood and youth. Plasticity or the power to learn from experience means the formation of habits. Habits give control over the environment, and power to utilize it for human purposes. Habits take the form […]

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The Educational Bearings of the Conception of Development

We have had so far but little to say in this chapter about education. We have been occupied with the conditions and implications of growth. If our conclusions are justified, they carry with them, however, definite educational consequences. When it is said that education is development, everything depends upon how development is conceived. Our net

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Education as Direction

1. The Environment as Directive. We now pass to one of the special forms which the general function of education assumes: namely, that of direction, control, or guidance. Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys

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