The Kindergarten Reports of the Committee of Nineteen On the Theory And Practic
The Kindergarten Reports of the Committee of Nineteen On the Theory And Practic
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It has been customary to describe three principles as fundamental to Froebel's educational theory, the principle of organic unity, the principle of develop- ment, and the principle to which is sometimes given the name of self-activity and sometimes the name of interaction. We are urgent in our insistence that Froebel's educational theory has but one fundamental principle the principle of self -activity; and we hope that as this report proceeds our reason for this insist- ence will become clear.... For the moment, we limit ourselves to a statement of our reasons for preferring the older word self -activity to the newer word interac- tion, and to an attempt to show that development and organic unity must be conceived as descriptions of the process and result of self -activity.
The substitution of the word interaction for the word self -activity is defended on the ground that "in an organic unity there cannot be any arbitrary or external action of one part upon another, it is rather an interaction of the parts of an organic unity.
What to read after The Kindergarten Reports of the Committee of Nineteen On the Theory And Practic?
You can find similar books in the "Read Also" column, or choose other free books by International Kindergarten Union Committee of Nin to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
It has been customary to describe three principles as fundamental to Froebel's educational theory, the principle of organic unity, the principle of develop- ment, and the principle to which is sometimes given the name of self-activity and sometimes the name of interaction. We are urgent in our insistence that Froebel's educational theory has but one fundamental principle the principle of self -activity; and we hope that as this report proceeds our reason for this insist- ence will become clear.... For the moment, we limit ourselves to a statement of our reasons for preferring the older word self -activity to the newer word interac- tion, and to an attempt to show that development and organic unity must be conceived as descriptions of the process and result of self -activity.
The substitution of the word interaction for the word self -activity is defended on the ground that "in an organic unity there cannot be any arbitrary or external action of one part upon another, it is rather an interaction of the parts of an organic unity.
What to read after The Kindergarten Reports of the Committee of Nineteen On the Theory And Practic?
You can find similar books in the "Read Also" column, or choose other free books by International Kindergarten Union Committee of Nin to read onlineMoreLess
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