Kant on Education (Ueber Pädagogik)Kegan Paul, Trench, Trübner, 1899 - 121 стор. |
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Загальні терміни та фрази
able accustom allowed animals arises attain become cation character child childhood CLODD consists Crown 8vo crying cultivation curdle DANA Dessau developed difficult dignity discipline early EDGAR F editions of Rink EDWARD CLODD Émile everything evil exercise Fcap feel follow free culture freedom give habits hand harmful Home education idea of duty important inclination individual instance instinct instruction Kant Kant's kind knowledge Königsberg look mankind matter maxims mechanical memory ment mental faculties merely milk mind Mineralogy MORAL CULTURE moral training mother's milk necessary negative never nurse nurture obedience obey object ourselves parents perfection physical education physical punishment principles pupil realised reason regard religion restraint RHYS DAVIDS Rink and Schubert Rousseau rule savage nations sense shame Socratic method spoiling sympathy taught teachers teaching things THOUGHTS ON EDUCATION tion understand University of Breslau W. D. WHITNEY youth
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Сторінка 14 - This principle is of great importance. Parents usually educate their children merely in such a manner that, however bad the world may be, they may adapt themselves to its present conditions. But they ought to give them an education so much better than this, that a better condition of things may thereby be brought about in the future.
Сторінка 4 - The love of freedom is naturally so strong in man, that when once he has grown accustomed to freedom, he will sacrifice everything for its sake. For this very reason discipline must be brought into play very early; for when this has not been done, it is difficult to alter character later in life.
Сторінка 87 - Even though a child should not be able to see the reason of a duty, it is nevertheless better that certain things should be prescribed to him in this way; for, after all, a child will always be able to see that he has certain duties as a child, while it will be more difficult for him to see that he has certain duties as a human being.
Сторінка 22 - that experiments in education are unnecessary, and that we can judge from our reason whether anything is good or not. This is a great mistake, and experience teaches us that the results of an experiment are often entirely different from what we expected. And since we must be guided by experiments, no one generation can set forth a complete scheme of education," applicable, that is to say, to all future times.