民主主義與教育 [Democracy and Education] 下載 mobi epub pdf 電子書 2024

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內容簡介

　　“新聞學與傳播學經典叢書·英文原版係列”，選取瞭在新聞學與傳播學曆史上具有裏程碑意義的大師經典名作。如傳播學“四大奠基人”哈羅德·拉斯韋爾、保羅·拉紮斯菲爾德等及加布裏埃爾·塔爾德、羅伯特·帕剋、哈羅德·英尼斯、馬歇爾·麥剋盧漢、庫爾特·盧因、卡爾·霍夫蘭等這些學界耳熟能詳的名傢佳作。這些是傳播學與新聞學的奠基之作，也是現代新聞學與傳播學發展的基礎。許多名作都多次再版，影響深遠，曆久不衰，成為新聞學與傳播學的經典。此套叢書采用英文原版齣版，使讀者讀到原汁原味的著作。
　　隨著中國高等教育教學改革的推進，廣大師生已不滿足於僅僅閱讀國外圖書的翻譯版，他們迫切希望能讀到原汁原味的原版圖書，希望能采用國外英文原版圖書進行教學，從而保證所講授的知識體係的完整性、係統性、科學性和文字描繪的準確性。此套叢書的齣版便是滿足瞭這種需求。亦可使學生在專業技術方麵盡快掌握本學科相應的外語詞匯和瞭解先進國傢的學術發展的方嚮。
　　本係列叢書在原汁原味地引進英文原版圖書的同時，將目錄譯為中文，作為對原版的一種導讀，供讀者閱讀時參考。本係列叢書有些因為齣版年代比較久遠，也囿於當時印刷水平的限製，有些地方可能與現在的標準不太一緻，在不影響讀者閱讀的前提下，我們未對其進行處理，以保證英文原版圖書的原汁原味。

目錄

第1章 教育是生活的必需品
第2章 教育具有社會作用
第3章 教育作為指導
第4章 教育即成長
第5章 準備、展現和形式訓練
第6章 教育即保守與進步
第7章 教育中的民主概念
第8章 教育的目的
第9章 以自然發展和社會效能感作為教育目的
第10章 興趣與訓練
第11章 經驗與思維
第12章 教育中的思維
第13章 教學方法的性質
第14章 教育內容的性質
第15章 課程中的遊戲和工作
第16章 地理和曆史的意義
第17章 學習課程中的科學
第18章 教育的價值
第19章 勞動和閑暇
第20章 知識性科目和實用性科目
第21章 自然科目和社會科目：自然主義和人文主義
第22章 個人與世界
第23章 教育與職業
第24章 教育哲學
第25章 知識論
第26章 道德論

精彩書摘

　　《民主主義與教育》：
　　1. The Conditions of Growth.
　　In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at some later date compose the society of that period, the latter's nature will largely turn upon the direction children's activities were given at an earlier period. This cumulative movement of action toward a later result is what is meant by growth.
　　The primary condition of growth is immaturity. This may seem to be a mere truism - saying that a being can develop only in some point in which he is undeveloped. But the prefix "im" of the word immaturity means something positive, not a mere void or lack. It is noteworthy that the terms "capacity" and "potentiality" have a double meaning, one sense being negative, the other positive. Capacity may denote mere receptivity, like the capacity of a quart measure. We may mean by potentiality a merely dormant or quiescent state - a capacity to become something different under external influences. But we also mean by capacity an ability, a power; and by potentiality potency, force. Now when we say that immaturity means the possibility of growth, we are not referring to absence of powers which may exist at a later time; we express a force positively present - the ability to develop.
　　Our tendency to take immaturity as mere lack, and growth as something which fills up the gap between the immature and the mature is due to regarding childhood comparatively, instead of intrinsically. We treat it simply as a privation because we are measuring it by adulthood as a fixed standard. This fixes attention upon what the child has not, and will not have till he becomes a man. This comparative standpoint is legitimate enough for some purposes, but if we make it final, the question arises whether we are not guilty of an overweening presumption. Children, if they could express themselves articulately and sincerely, would tell a different tale, and there is excellent adult authority for the conviction that for certain moral and intellectual purposes adults must become as little children. The seriousness of +he assumption of the negative quality of the possibilities of immaturity is apparent when we reflect that it sets up as an ideal and standard a static end. The fulfillment of growing is taken to mean an accomplished growth: that is to say, an Ungrowth, something which is no longer growing. The futility of the assumption is seen in the fact that every adult resents the imputation of having no further possibilities of growth; and so far as he finds that they are closed to him mourns the fact as evidence ofloss, instead of falling back on the achieved as adequate manifestation of power. Why an unequal measure for child and man?
　　……
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