民主主义与教育 [Democracy and Education] 下载 mobi epub pdf 电子书 2024

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　　“新闻学与传播学经典丛书·英文原版系列”，选取了在新闻学与传播学历史上具有里程碑意义的大师经典名作。如传播学“四大奠基人”哈罗德·拉斯韦尔、保罗·拉扎斯菲尔德等及加布里埃尔·塔尔德、罗伯特·帕克、哈罗德·英尼斯、马歇尔·麦克卢汉、库尔特·卢因、卡尔·霍夫兰等这些学界耳熟能详的名家佳作。这些是传播学与新闻学的奠基之作，也是现代新闻学与传播学发展的基础。许多名作都多次再版，影响深远，历久不衰，成为新闻学与传播学的经典。此套丛书采用英文原版出版，使读者读到原汁原味的著作。
　　随着中国高等教育教学改革的推进，广大师生已不满足于仅仅阅读国外图书的翻译版，他们迫切希望能读到原汁原味的原版图书，希望能采用国外英文原版图书进行教学，从而保证所讲授的知识体系的完整性、系统性、科学性和文字描绘的准确性。此套丛书的出版便是满足了这种需求。亦可使学生在专业技术方面尽快掌握本学科相应的外语词汇和了解先进国家的学术发展的方向。
　　本系列丛书在原汁原味地引进英文原版图书的同时，将目录译为中文，作为对原版的一种导读，供读者阅读时参考。本系列丛书有些因为出版年代比较久远，也囿于当时印刷水平的限制，有些地方可能与现在的标准不太一致，在不影响读者阅读的前提下，我们未对其进行处理，以保证英文原版图书的原汁原味。

目录

第1章 教育是生活的必需品
第2章 教育具有社会作用
第3章 教育作为指导
第4章 教育即成长
第5章 准备、展现和形式训练
第6章 教育即保守与进步
第7章 教育中的民主概念
第8章 教育的目的
第9章 以自然发展和社会效能感作为教育目的
第10章 兴趣与训练
第11章 经验与思维
第12章 教育中的思维
第13章 教学方法的性质
第14章 教育内容的性质
第15章 课程中的游戏和工作
第16章 地理和历史的意义
第17章 学习课程中的科学
第18章 教育的价值
第19章 劳动和闲暇
第20章 知识性科目和实用性科目
第21章 自然科目和社会科目：自然主义和人文主义
第22章 个人与世界
第23章 教育与职业
第24章 教育哲学
第25章 知识论
第26章 道德论

精彩书摘

　　《民主主义与教育》：
　　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?
　　……
民主主义与教育 [Democracy and Education] 下载 mobi epub pdf txt 电子书 格式

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