我的教育信条 英文

My pedagogic creedMany people are always ask that what is education,this is a question which do not have any exact answer. Different people have unlike family background an disparate experience,so we have different cognition. next I will talk something about my thought on pedagogic creed.When I was a child I began my learning ,I am curious about everything around me. Now I am a junior student, I have accepted education for many years ,in fact, or so eighteen years. But, I am not satisfied with the educational result on me. Because I don’t have creativity ,I lost it, I do not know how to get it back. As we all know , Chinese education is different from other countries, especially western countries, for instance United States, England. Personally,I prefer western education. They advocate free education idea, children can learn any subject if they like. They developkids’nature , provide a good environment for kids to learn what they are interested in. In China, the parents will pay more attention to the future of their kids. They hope their kids have high salary job and good social position. They do not care about what is children’s hobby and nature. Of course ,it is hard for Chinese parents to find the talent of their children. So ,it is no wonder that most of the Nobel Prize Winners are foreigner, not Chinese. I was so excited when I knew that Mo Yan who comes from Shandong province of China won the Nobel Literary Prize. However, the Chinese who still have creativity are very little. Perhaps, Mo Yan is a special example. China is a big country which have a large number of population. Generally speaking, we have so huge population ,we also should have many brilliant people. But, the educationalsituation is not very good, the fact is very sad.I believe that many people know a story about a boy who is tired of study. He do not like the knowledge in the textbooks. The knowledge of the textbooks are boring for him. He can’t focus on lesson. He is curious in plants and insects. The school and teachers feel hopeless with him. What is happened ?Yes, he is dismissed .So, the boy just can learn some fundamental knowledge in home, his mother is his private teacher. You kown none of parents will give up their children.In addition,there is one funny thing that parents are always the best teacher for their kids. The mother take care of her son, give his enough space and time to explore his favorite nature. Finally, his son become a great person .The naughty boy is the famous man ,his name is Darwin.What is the best education? I think the best answer is” the suited is the best”. If you are a teacher or an instructor,do you wish your students to be a success? The God create people,give different talent and nature to everybody,so that when they grow up they can live and work in all walks of life. Education is not industry ,school are not factory .We can’t produce the same Productions . We should not let our kids lost their nature and talent,all of them are unique. Education is similar to agriculture, plants need sunshine ,water and other advantaged conditions .Kids should equip with these good conditions, so that they can be free to grow and develop.In this way ,children can have more happy childhood. In the future, they can have the job which are in their favorite field.。

描述你的教育理念英语作文My Educational Philosophy。

As an educator, I believe that learning is a lifelong process that should be engaging, meaningful, and relevantto students' lives. My educational philosophy is centeredon the idea that every student has the potential to succeed, and it is my job to help them realize that potential.First and foremost, I believe in creating a safe and inclusive learning environment where all students feel valued and respected. I believe that every student has unique strengths and challenges, and it is myresponsibility to create a learning environment that supports each student's individual needs. This meanscreating a classroom culture where students feelcomfortable taking risks, making mistakes, and learningfrom them.In terms of teaching methodology, I believe in astudent-centered approach that emphasizes active learning and critical thinking. Rather than simply memorizing facts and figures, I believe that students should be encouraged to ask questions, make connections, and think creatively. This means incorporating a variety of teaching strategies, such as hands-on activities, group work, and technology, to engage students and help them develop a deeper understanding of the material.In addition to academic skills, I believe that it is important to teach students social and emotional skillsthat will help them succeed in life. This includes teaching them how to communicate effectively, work collaboratively, and manage their emotions. I believe that these skills are just as important as academic skills, and they should be integrated into the curriculum in meaningful ways.Finally, I believe that education should be relevant to students' lives and prepare them for the future. This means teaching them skills that will be useful in the real world, such as problem-solving, critical thinking, and creativity. It also means helping them develop a sense of socialresponsibility and global awareness, so that they can become active and engaged citizens.In conclusion, my educational philosophy is based on the belief that every student has the potential to succeed, and it is my job to help them realize that potential. By creating a safe and inclusive learning environment, using a student-centered approach, teaching social and emotional skills, and making education relevant to students' lives, I believe that I can help students develop the skills and knowledge they need to succeed in school and in life.。

My Pedagogic Creed姓名张中伟学号2011411368班级2011级心理一班专业：心理学Education quality, can decide the rise and fall of the country.In "my pedagogic creed", Dewey put his own educational belief into five: First: what is education; second: what is the school; third: teaching materials; Fourth: method of nature; fifth: the school and social progress; his education creed explicitly analyzes the importance and the significance of each. The following is my own some experience in reading these educational belief.In this book, Dewey put what is education in the first place in the educational beliefs, the education is the core of the educational beliefs, in this article, Dewey explicitly pointed out that alleducation proceeds by the participation of the individual in the s ocial consciousness of the race, he also stressed that the aimofeducation is to stimulate the children's ability.Undoubtedly ，education is aimed at children ability, not just like the traditional formalism, mechanical memorizing, this belief that children should be the education to meet the social, do not need some indifferent and social activities，do not correspond with the course education, which is very bold the idea, of course, this not only knowledge of education, or social practice; in the end, Dewey clearly shows that education must explore the children'senergy, interest and habit from the beginning of psychology, and to grasp, understand their meaning, this is the education.The school is best place for education, so Dewey in the article describes the so-called "school". He believed that the school is a social organization, and children as the object of education,sothat the school can come true in the life and be full of vitality place, so that children can more andmore easily to learn, that is to say what he thinks of the school, should be a realistic version of the society, is simplified, which belongs to the fledgling stage, so that we can adapt to social talents quickly.To improve the child's innovation ability, and make greater contribution to the society. This is Dewey to achieve purpose, he also thinks teaching materials should meaningfully.Since the basic education, schools, teaching materials, then you can rise the methods of inquiry, is the nature of Dewey education method in the creeds, Dewey believes that observation of the child's interest is the biggest help to education, is essential to children's all-round development, regardless of learning anything, it is difficult to achieve what you want to achieve success, ifthere is no interest. That is so-called that interest is the best teacher.In Dewey's "my pedagogic creed" cannot do without social contact, the school is the best place of education, he believes thateducation is a moral responsibility, Through education, the society or community can clearly express its own purpose, method and means of its own, so sticking with the school , education is the social progress and reform of the most basic and the most effective tool, is a cause of education for people interested in the task,Teachers should guide students to learn. Teachershave to study hard to improve the social and cultural literacy, education.The teacher should be careful with each lesson, to each of the operations, written on the blackboard in every time. The teacher can educate students bit by bit from a talking, a look, a smile.For every teacher, give up a student, may reduce your work pressure, may improve your education quality, may win the honor, but what you have given up is a child's future, is a hope of a family, It will be a forever regretment.As educators, should set up the consciousness of serving student, love education, love students,they should love students as their children, willing to become friends with the students, for students to make no exception, to establish equal and harmonious relationship between teachers and students. Mutual understanding and respecting between teachers and students is thelubricant.Every lesson, every class, every homework, all need to be treated seriously; the students going to school, after school, recessing, lunch break, allneed to pay close attention to and psychological, learning, thinking,; body, personality development, need to take care of.Parents are a great educational potential team, teachers should put down themselveshumbly to listen to criticism and suggestions, to mobilize the enthusiasm of parentsparticipation in school education and teaching, and constantly improve their work.Diligent in learning to enrich themselves, is to become the basis for a good teacher, as a teacher, needs to know all aspects of knowledge. Very high expectations of teachers, they regard teachers as an encyclopedia. So the teacher should enhance the professional knowledge.So I think Dewey is great , the book My Pedagogic Creed of him is perfectstudents and teachers can benefits from this book, Education is not only to acquire knowledge, but also to make people have the ability to deal with all kinds of problems, only such education is the real education, this is also the significance of education.。

对孩子教育的英文作文英文：As a parent, I believe that education is one of the most important things we can provide for our children. Not only does it open doors to opportunities, but it also helps to shape their character and values.I think it's important to instill a love of learning in children from a young age. This means exposing them to a variety of subjects and activities, and encouraging them to explore their interests. For example, my daughter is interested in science, so we often do fun experiments together at home. This not only helps her learn about the world around her, but it also fosters a sense of curiosity and creativity.Another important aspect of education is teaching children to be independent and self-sufficient. This means giving them the tools and skills they need to succeed ontheir own, such as time management and problem-solving skills. For example, I encourage my son to plan out his homework assignments and prioritize his tasks, so that he can learn to manage his time effectively.Finally, I believe that education should be a collaborative effort between parents, teachers, and students. It's important for parents to stay involved in their children's education, whether that means attending parent-teacher conferences or volunteering at school events. By working together, we can ensure that our childrenreceive the best possible education and are well-preparedfor the future.中文：作为一名家长，我相信教育是我们可以为孩子提供的最重要的事情之一。

XXX《我的教育信条》中文版1我的教育信条美]XXX（1859-1952）第一条什么是教育我相信——一切教育都是通过个人参与人类的社会意识而进行的。

这个过程几乎是在出生时就在无意识中开始了。

它不断地发展个人的能力，熏染他的意识，形成他的惯，锻炼他的思想，并激发他的感情和情绪。

由于这种不知不觉的教育，个人便渐渐分享人类曾经积累下来的智慧和道德的财富。

他就成为一个固有文化资本的继承者。

世界上最形式的、最专门的教育确是不能离开这个普遍的过程。

教育只能按照某种特定的方向，把这个过程组织起来或者区分出来。

惟一的真正的教育是通过对于儿童的能力的刺激而来的，这种刺激是儿童自己感觉到所在的社会情境的各种要求引起的，这些要求刺激他，使他以集体的一个成员去行动，使他从自己行动和感情的原有的狭隘范围里显现出来；而且使他从自己所属的集体利益来设想自己。

通过别人对他自己的各种活动所做的反应，他便知道这些活动用社会语言来说是什么意义。

这些活动所具有的价值又反映到社会语言中去。

例如，儿童由于别人对他的呀呀的声音的反应，便渐渐明白那呀呀的声音是什么意思，这种呀呀的声音又逐渐变化为音节清晰的语言，于是儿童就被引导到现在用语言总结起来的统一的丰富的观念和情绪中去。

这个教育过程有两个方面：一个是心理学的，一个是社会学的。

它们是平列并重的，哪一方面也不能偏废。

否则，不良的后果将随之而来。

这两者，心理学方面是基础的。

儿童自己的本能和能力为一切教育提供了素材，并指出了起点。

除了教育者的努力是同儿童不依赖教育而自己主动进行的一些活动联系的以外，教育便变成外来的压力。

这样的教育固然可能产生一些表面的效果，但实在不能称它为教育。

因此，如果对于个人的心理结构和活动缺乏深入的观察，教育的过程将会变成偶然性的、独断的。

如果它碰巧能与儿童的活动相一致，便可以起到作用；如果不是，那么它将会遇到阻力、不协调，或者束缚了儿童的天性。

2为了正确地说明儿童的能力，我们必须具有关于社会状况和文明现状的知识。

我的教育信条英文的句式解析，整理如下（供参考），欢迎大家阅读。

五种基本句型：一个完整的句子由两部分组成，陈述对象（主语）+陈述内容（谓语），最基础的就是名词作为主语，动词作谓语。

如何区分五种基本句型：看谓语动词1. 主语+系动词+表语系动词：be动词、smell、look、sound、taste、feel、seem、appear、become、turn表语：系动词后面的成分，作为对主语进行补充例句：I am a webaholic.The music sounds nice.2. 主语+谓语+（状语）不及物动词：动词后不需加其他词就能表达完整的意思状语：修饰动作的成分，通常为副词（hard）或介词短语（in the west）例句：The sun sets in the west.（有状语）The fire is burning.（无状语）3. 主语+谓语+宾语及物动词：动词后面需要接作用对象才能使句意完整宾语：主语动作的作用对象注意：很多动词既是及物动词又是不及物动词例句：The children are playing. （play作不及物动词）The children are playing football（play作及物动词）4. 主语+谓语+间接宾语+直接宾语例句：I will buy you a meal.分析：a meal 作为直接宾语，即buy的作用对象，you则为间接宾语含有两个宾语的为双宾语5. 主语+谓语+宾语+宾语补足语宾语补足语：对宾语进行补充，使句意更完整例句：We elected John our chairman.（我们选了John为主席）John为宾语，our chairman对John进行补充宾语和宾补结合起来叫做复合宾语区分双宾语和复合宾语：在间接宾语后加加上be动词，如果句意符合逻辑，后面的名词则是宾补例句：I made John our chairman.I made John a cake.按上面的区分方法，加上be动词后两句分别是：John is our chairman.John is a cake.明显第二句就不符合逻辑，则第二句是复合宾语，第一句为双宾语。

杜威《我的教育信条》中文版我的教育信条[美]约翰·杜威（1859-1952）第一条什么是教育我相信——一切教育都是通过个人参与人类的社会意识而进行的。

这个过程几乎是在出生时就在无意识中开始了。

它不断地发展个人的能力，熏染他的意识，形成他的习惯，锻炼他的思想，并激发他的感情和情绪。

由于这种不知不觉的教育，个人便渐渐分享人类曾经积累下来的智慧和道德的财富。

他就成为一个固有文化资本的继承者。

世界上最形式的、最专门的教育确是不能离开这个普遍的过程。

教育只能按照某种特定的方向，把这个过程组织起来或者区分出来。

惟一的真正的教育是通过对于儿童的能力的刺激而来的，这种刺激是儿童自己感觉到所在的社会情境的各种要求引起的，这些要求刺激他，使他以集体的一个成员去行动，使他从自己行动和感情的原有的狭隘范围里显现出来；而且使他从自己所属的集体利益来设想自己。

通过别人对他自己的各种活动所做的反应，他便知道这些活动用社会语言来说是什么意义。

这些活动所具有的价值又反映到社会语言中去。

例如，儿童由于别人对他的呀呀的声音的反应，便渐渐明白那呀呀的声音是什么意思，这种呀呀的声音又逐渐变化为音节清晰的语言，于是儿童就被引导到现在用语言总结起来的统一的丰富的观念和情绪中去。

这个教育过程有两个方面：一个是心理学的，一个是社会学的。

它们是平列并重的，哪一方面也不能偏废。

否则，不良的后果将随之而来。

这两者，心理学方面是基础的。

儿童自己的本能和能力为一切教育提供了素材，并指出了起点。

除了教育者的努力是同儿童不依赖教育而自己主动进行的一些活动联系的以外，教育便变成外来的压力。

这样的教育固然可能产生一些表面的效果，但实在不能称它为教育。

因此，如果对于个人的心理结构和活动缺乏深入的观察，教育的过程将会变成偶然性的、独断的。

如果它碰巧能与儿童的活动相一致，便可以起到作用；如果不是，那么它将会遇到阻力、不协调，或者束缚了儿童的天性。

为了正确地说明儿童的能力，我们必须具有关于社会状况和文明现状的知识。

杜威《我的教育信条》中文版————————————————————————————————作者：————————————————————————————————日期：我的教育信条[美]约翰·杜威（1859-1952）第一条什么是教育我相信——一切教育都是通过个人参与人类的社会意识而进行的。

这个过程几乎是在出生时就在无意识中开始了。

它不断地发展个人的能力，熏染他的意识，形成他的习惯，锻炼他的思想，并激发他的感情和情绪。

由于这种不知不觉的教育，个人便渐渐分享人类曾经积累下来的智慧和道德的财富。

他就成为一个固有文化资本的继承者。

世界上最形式的、最专门的教育确是不能离开这个普遍的过程。

教育只能按照某种特定的方向，把这个过程组织起来或者区分出来。

惟一的真正的教育是通过对于儿童的能力的刺激而来的，这种刺激是儿童自己感觉到所在的社会情境的各种要求引起的，这些要求刺激他，使他以集体的一个成员去行动，使他从自己行动和感情的原有的狭隘范围里显现出来；而且使他从自己所属的集体利益来设想自己。

通过别人对他自己的各种活动所做的反应，他便知道这些活动用社会语言来说是什么意义。

这些活动所具有的价值又反映到社会语言中去。

例如，儿童由于别人对他的呀呀的声音的反应，便渐渐明白那呀呀的声音是什么意思，这种呀呀的声音又逐渐变化为音节清晰的语言，于是儿童就被引导到现在用语言总结起来的统一的丰富的观念和情绪中去。

这个教育过程有两个方面：一个是心理学的，一个是社会学的。

它们是平列并重的，哪一方面也不能偏废。

否则，不良的后果将随之而来。

这两者，心理学方面是基础的。

儿童自己的本能和能力为一切教育提供了素材，并指出了起点。

除了教育者的努力是同儿童不依赖教育而自己主动进行的一些活动联系的以外，教育便变成外来的压力。

这样的教育固然可能产生一些表面的效果，但实在不能称它为教育。

因此，如果对于个人的心理结构和活动缺乏深入的观察，教育的过程将会变成偶然性的、独断的。

My Pedagogic Creedby John DeweyJohn Dewey's famous declaration concerning education. First published in The School Journal, Volume LIV, Number 3 (January 16, 1897), pages 77-80.ARTICLE I--What Education IsI believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions. Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization. The most formal and technical education in the world cannot safely depart from this general process. It can only organize it or differentiate it in some particular direction.I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Through the responses which others make to his own activities he comes to know what these mean in social terms. The value which they have is reflected back into them. For instance, through the response which is made to thechild's instinctive babblings the child comes to know what those babblings mean; they are transformed into articulate language and thus the child is introduced into the consolidated wealth of ideas and emotions which are now summed up in language.I believe that this educational process has two sides-one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results, but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child's activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature.I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them intotheir social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the child's babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that instinct.I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal--that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put. On the other hand, it is urged that the social definition of education, as getting adjusted to civilization, makes of it a forced and external process, and results in subordinating the freedom of the individual to a preconceived social and political status.I believe that each of these objections is true when urged against one side isolated from the other. In order to know what a power really is we must know what its end, use, or function is; and this we cannot know save as we conceive of the individual as active in social relationships. But, on the other hand, the only possible adjustment which we can give to the child under existing conditions, is that which arises through putting him in complete possession of all his powers. With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions. To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently. It is impossible to reach this sort of adjustment save as constant regard is had to the individual's own powers, tastes, and interests-say, that is, as education is continually converted into psychological terms.In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted--we must know what they mean. They must be translated into terms of their social equivalents--into terms of what they are capable of in the way of social service.ARTICLE II--What the School IsI believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies areconcentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.I believe that education, therefore, is a process of living and not a preparation for future living.I believe that the school must represent present life-life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.I believe that education which does not occur through forms of life, or that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and to deaden.I believe that the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated.I believe that as such simplified social life, the school life should grow gradually out of the home life; that it should take up and continue the activities with which the child is already familiar in the home.I believe that it should exhibit these activities to the child, and reproduce them in such ways that the child will gradually learn the meaning of them, and be capable of playing his own part in relation to them.I believe that this is a psychological necessity, because it is the only way of securing continuity in the child's growth, the only way of giving a back-ground of past experience to the new ideas given in school.I believe that it is also a social necessity because the home is the form of social life in which the child has been nurtured and in connection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound up in his home life.I believe that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be ]earned, or where certain habits are to be formed. The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result they do not become a part of the life experience of the child and so are not truly educative.I believe that the moral education centers upon this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets through having to enter into proper relations with others in a unity of work and thought. The present educational systems, so far as they destroy or neglect this unity, render it difficult or impossible to get any genuine, regular moral training.I believe that the child should be stimulated and controlled in his work through the life of the community.I believe that under existing conditions far too much of the stimulus and control proceeds from the teacher, because of neglect of the idea of the school as a form of social life.I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.I believe that the discipline of the school should proceed from the life of the school as a whole and not directly from the teacher.I believe that the teacher's business is simply to determine on the basis of larger experience and riper wisdom, how the discipline of life shall come to the child.I believe that all questions of the grading of the child and his promotion should be determined by reference to the same standard. Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help.ARTICLE III--The Subject-Matter of EducationI believe that the social life of the child is the basis of concentration, or correlation, in all his training or growth. The social life gives the unconscious unity and the background of all his efforts and of all his attainments.I believe that the subject-matter of the school curriculum should mark a gradual differentiation out of the primitive unconscious unity of social life.I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life.I believe, therefore, that the true center of correlation on the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities.I believe that education cannot be unified in the study of science, or so called nature study, because apart from human activity, nature itself is not a unity; nature in itself is a number of diverse objects in space and time, and to attempt to make it the center of work by itself, is to introduce a principle of radiation rather than one of concentration.I believe that literature is the reflex expression and interpretation of social experience; that hence it must follow upon and not precede such experience. It, therefore, cannot be made the basis, although it may be made the summary of unification.I believe once more that history is of educative value in so far as it presents phases of social life and growth. It must be controlled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life.I believe accordingly that the primary basis of education is in the child's powers at work along the same general constructive lines as those which have brought civilization into being.I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which make civilization what it is.I believe, therefore, in the so-called expressive or constructive activities as the center of correlation.I believe that this gives the standard for the place of cooking, sewing, manual training, etc., in the school.I believe that they are not special studies which are to be introduced over and above a lot of others in the way of relaxation or relief, or as additional accomplishments. I believe rather that they represent, as types, fundamental forms of social activity; and that it is possible and desirable that the child's introduction into the more formal subjects of the curriculum be through the medium of these activities.I believe that the study of science is educational in so far as it brings out the materials and processes which make social life what it is.I believe that one of the greatest difficulties in the present teaching of science is that the material is presented in purely objective form, or is treated as a new peculiar kind of experience which the child can add to that which he has already had. In reality, science is of value because it gives the ability to interpret and control the experience already had. It should be introduced, not as so much new subject-matter, but as showing the factors already involved in previous experience and as furnishing tools by which that experience can be more easily and effectively regulated.I believe that at present we lose much of the value of literature and language studies because of our elimination of the social element. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individualinformation, or as a means of showing off what one has learned, it loses its social motive and end.I believe that there is, therefore, no succession of studies in the ideal school curriculum. If education is life, all life has, from the outset, a scientific aspect, an aspect of art and culture, and an aspect of communication. It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced. The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience.I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.I believe that to set up any end outside of education, as furnishing its goal and standard, is to deprive the educational process of much of its meaning and tends to make us rely upon false and external stimuli in dealing with the child.ARTICLE IV--The Nature of MethodI believe that the question of method is ultimately reducible to the question of the order of development of the child's powers and interests. The law for presenting and treating material is the law implicit within the child's own nature. Because this is so I believe the following statements are of supreme importance as determining the spirit in which education is carried on:1. I believe that the active side precedes the passive in the development of the child nature; that expression comes before conscious impression; that the muscular development precedes the sensory; that movements come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action.I believe that the neglect of this principle is the cause of a large part of the waste of time and strength in school work. The child is thrown into a passive, receptive, or absorbing attitude. The conditions are such that he is not permitted to follow the law of his nature; the result is friction and waste.I believe that ideas (intellectual and rational processes) also result from action and devolve for the sake of the better control of action. What we term reason is primarily the law of orderly or effective action. To attempt to develop the reasoning powers, the powers of judgment, without reference to the selection and arrangement of means in action, is the fundamental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary symbols. Symbols are a necessity in mental development, but they have their place as tools for economizing effort; presented by themselves they are a mass of meaningless and arbitrary ideas imposed from without. 2. I believe that the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with regard to it.I believe that if nine tenths of the energy at present directed towards making the child learn certain things, were spent in seeing to it that the child was forming proper images, the work of instruction would be indefinitely facilitated.I believe that much of the time and attention now given to the preparation and presentation of lessons might be more wisely and profitably expended in training the child's power of imagery and in seeing to it that he was continually forming definite, vivid, and growing images of the various subjects with which he comes in contact in his experience.3. I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator.I believe that these interests are to be observed as showing the state of development which the child has reached.I believe that they prophesy the stage upon which he is about to enter.I believe that only through the continual and sympathetic observation of childhood's interests can the adult enter into the child's life and see what it is ready for, and upon what material it could work most readily and fruitfully.I believe that these interests are neither to be humored nor repressed. To repress interest is to substitute the adult for the child, and so to weaken intellectual curiosity and alertness, to suppress initiative, and to deaden interest. To humor the interests is to substitute the transient for the permanent. The interest is always the sign of some power below; the important thing is to discover this power. To humor the interest is to fail to penetrate below the surface and its sure result is to substitute caprice and whim for genuine interest.4. I believe that the emotions are the reflex of actions.I believe that to endeavor to stimulate or arouse the emotions apart from their corresponding activities, is to introduce an unhealthy and morbid state of mind.I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves.I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism.I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.ARTICLE V-The School and Social ProgressI believe that education is the fundamental method of social progress and reform.I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.I believe that education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results.I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.I believe that when society once recognizes the possibilities in this direction, and the obligations which these possibilities impose, it is impossible to conceive of the resources of time, attention, and money which will be put at the disposal of the educator.I believe that it is the business of every one interested in education to insist upon the school as the primary and most effective interest of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task.I believe that education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience.I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists; that no insight, sympathy, tact, executive power, is too great for such service.I believe that with the growth of psychological service, giving added insight into individual structure and laws of growth; and with growth of social science, adding to ourknowledge of the right organization of individuals, all scientific resources can be utilized for the purposes of education.I believe that when science and art thus join hands the most commanding motive for human action will be reached; the most genuine springs of human conduct aroused and the best service that human nature is capable of guaranteed.I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life.I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth.I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.This piece has been reproduced here on the understanding that it is not subject to any copyright restrictions, and that it is, and will remain, in the public domain.Source: /archives/e-texts/e-dew-pc.htm。