The Reform of Moral and Biblical Education on the Lines of Herbartianism, Critical Thought, and the Ethical Needs of the Present Day Frank Herbert Hayward

ISBN: 9781230361963

Published:

Paperback

74 pages


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The Reform of Moral and Biblical Education on the Lines of Herbartianism, Critical Thought, and the Ethical Needs of the Present Day  by  Frank Herbert Hayward

The Reform of Moral and Biblical Education on the Lines of Herbartianism, Critical Thought, and the Ethical Needs of the Present Day by Frank Herbert Hayward
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1902 edition. Excerpt: ... CHAPTER XIV. CAN VIRTUEMoreThis historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher.

Not indexed. Not illustrated. 1902 edition. Excerpt: ... CHAPTER XIV. CAN VIRTUE BE TAUGHT? IN our country even the simplest educational questions are answered in opposite ways. Why is this? Because we are mere empirics. We never philosophise about education.1 Psychology we despise, yet without psychology we can never reach a sound system of education. We are such practical men! Can virtue be taught? If Herbart was right in saying that all action springs out of the circle of thought, and if the teacher can help to form the circle of thought of the pupil, then obviously virtue can be taught.

But what about passions and impulses? Out of the heart are the issues of life. No amount of knowledge, no circle of thought can cleanse the heart or stamp out passion. But who claims that it can? The heart, as every one admits, is of fundamental importance. But are ideas powerless? Does knowledge never pass into action? It is astonishing that there should be any need to argue out this question. Here is the case in a nutshell. 1 Professor Laurie is one of the few philosophical educationists. But his philosophical principles are non-Herbartian, and therefore differ considerably from those advocated in this book.

They may, of course, be none the worse for that. Every conscious act is preceded by an idea of the act, and of some or all of its consequences. If a child be devoid of this idea he cannot act in accordance with it. Action springs in a high degree out of the circle of thought. If a child have never had an idea of an elevated life, or of the possession of property, or of drinking beer, the child cannot consciously aim at realising such things as these. Many conscious acts depend largely upon the limited nature of the circle of thought.

The child who pulls a live butterfly to pieces, would...



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