Educational aims and educational values [microform]

Paul H. (Paul Henry) Hanus

Sujets

• Comenius
• Harvard University
• Éducation
• United States

Informations

• Publié par: les_archives_du_savoir
• Nombre de lectures: 6
• Langue: English
• Poids de l'ouvrage: 10 Mo

Extrait

THE LIBRARY
The Ontario Institute
for Studies in Educatioq
Toronto, Canada^ -^T^ i e V^^
Digitized ArcKiveby the Ihtemet
in with funding from2008
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/5>L f B R F?Y
DEC 2 1971
FOR STUDIES IN EL ON I lOhanuuoftEDUCATIONAL AIMS AND VALUESfl^^
"1^
O'^EDUCATIONAL AIMS
AND VALUES
BY
PAUL H. HANUS
ASSISTANT PROFESSOR OF THE HISTORY AND ART OF TEACHING^
HARVARD UNIVERSITY
THE MACMILLAN COMPANY
LONDON : & CO., Ltd.
1911
All rights reservedCopyright, 1899,
Bv THE MACMILLAN COMPANY.
Set up and electrotyped June, 1899. Reprinted March,
xgoa March,
; 1902 ; July, June, November,1905 ; 1908 ; 1911.
Norfsootr Hfittn
-J. S. CnihinK fc Co. Berwick 4c Smith
Norwood Mail U.8.A.PREFACE
book is written for laymen who are interestedThis
in Education, as well as for professional students and
teachers. It consists of a series of essays on contem-
porary educational problems. In the first five chap-
ters the attempt is made to formulate the aims of
secondary andelementary and education, to describe
the scope and methods of an education that meets the
demands of modern life, both in its provisions for the
development of the individual and in its training for
social service. The remaining chapters deal with the
professional training of the college-bred teacher, and
with the services of Amos Comenius who, in theJohn
seventeenth century, advocated nineteenth-century edu-
cational reforms.
Though written differentat times, and delivered as
lectures or addresses to various audiences of teachers
and laymen, and subsequently printed as independent
—articles, these chapters really constitute and this is
—especially true of the first five chapters a progressive
attempt to accomplish a single, somewhat comprehen-
sive, purpose; namely, to disentangle from the con-
temporary educational confusion, in theory andbothPREFACEfi
educatio7tal aiins^ and to examine thesepractice, our
aims in the light of present and future needs.
reader will therefore find that there are occa-The
; but he will also find, I think, thatsional repetitions
these are essential to the full discussion of
particular point then under consideration; theythe
and simple.are not repetitions pure
The first, third, fifth, and eighth chapters have been
in nearly their present form, in the Educa-printed,
sixthtional Review ; and the second, fourth, and
similarly appeared in the School Review,have
PAUL H. HANUS.
Harvard University,
May, Z899.