Reviews for Ncss Booklet of Social Studies in Elementary Education

The average rating for Ncss Booklet of Social Studies in Elementary Education based on 2 reviews is 5 stars.

Review # 1 was written on 2019-09-23 00:00:00 Joakim Staalborg This book was not written by Frances L. O'Neil. The citation for this book is incorrect. O'Neil wrote one chapter. The editors are Susan Roberts and Darrol Bussler. The citation should read (using APA Style): Roberts, S. & Bussler, D. (1997). Introducing educational reconstruction: The philosophy and practice of transforming society through education. San Francisco, CA: Caddo Gap Press. Of several Caddo Gap offerings, this is my favorite. It is thin but packed with information.

Review # 2 was written on 2018-05-16 00:00:00 Gina Wooten The most concise statement of Dewey's philosophy of education, and an analysis of traditional vs. progressive education with respect to experience. For a longer treatment, more complete treatment, read Democracy and Education. “There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.” ― John Dewey, Experience and Education “The most important attitude that can be formed is that of desire to go on learning.” ― John Dewey, Experience and Education (yay to all of you reading this that read regularly and post on Goodreads and keep on reading and learning!) “"Preparation' is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.” ― John Dewey, Experience and Education “There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.” ― John Dewey, Experience and Education “The most important attitude that can be formed is that of desire to go on learning.” ― John Dewey, Experience and Education “We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future.” ― John Dewey, Experience and Education “Preparation" is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.” ― John Dewey, Experience and Education “Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning. If impetus in this direction is weakened instead of being intensified, something much more than mere lack of preparation takes place. The pupil is actually robbed of native capacities which otherwise would enable him [sic] to cope with the circumstances that he meets in the course of his life. We often see persons who have had little schooling and in whose case the absence of set schooling proves to be a positive asset. They have at least retained their native common sense and power of judgement, and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experiences they have.” ― John Dewey, Experience and Education “Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.” ― John Dewey, Experience and Education “It is [the teacher's] business to be on the alert to see what attitudes and habitual tendencies are being created. In this direction he[sic] must, if he is an educator, be able to judge what attitudes are actually conducive to continued growth and what are detrimental. He must, in addition, have that sympathetic understanding of individuals as individuals which gives him an idea of what is actually going on in the minds of those who are learning.” ― John Dewey, Experience and Education “There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.” ― John Dewey, Experience and Education