1916, ISBN: 1406738662

[EAN: 9781406738667], Neubuch, [PU: Sabine Press], BRAND NEW PRINT ON DEMAND., Moral Education, Edward Howard Griggs, Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendl… More...

[EAN: 9781406738667], Neubuch, [PU: Sabine Press], BRAND NEW PRINT ON DEMAND., Moral Education, Edward Howard Griggs, Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendlichc Operationen Natur und Kunst machen miissen, bis ein gebildeter Mensch dasteht . Goetbt KBW YORK B. W. HUEBSCH 1916 COPYRIGHT 1903 BY EDWARD HOWARD GRIGGS PREFACE IT is now widely recognized in America that the chief aim of education is to develop noble manhood and woman hood. The absorption, natural to our pioneer period, in sharpening the tools of the mind and equipping the individ ual for personal success, is being rapidly replaced by the effort to mold the moral personality that will use the minds instruments for the great ends of human life, in harmony with the good of the whole. Nor is this movement con fined to our own country. The struggle to recover from the disaster of 1870 in France, the influence of the educa tional reformers in Germany, the enthusiastic awakening of the nation in Italy, the growth of social and humani tarian sentiment in England, have led to interesting ex periments in moral education in the countries named. We have still much to learn from these experiments, espe cially in France and Germany, but it is in our own country that the greatest awakening to the moral aim of education has occurred. Yet while the end is thus generally, if vaguely, recognized, there is still the greatest confusion as to what it implies and as to the means by which it can be attained. Character is often conceived in a purely negative way, as the avoidance of evil, while the problem of moral culture is at times even interpreted to mean assigning a school period in which to teach morals and manners as one would teach arithmetic. Moreover, much of the literature of the subject is singu larly dreary and barren. Ihave long puzzled over the 4 PREFACE cause of this. Certainly, in practice, ethical problems are the most absorbingly interesting of all we must meet, and it would seem that moral education should be the most interesting, as it is the most important part of the whole process of culture. Yet many of the books on the subject are filled with a wearisome repetition of the conventional analysis of duties, and the commonplace, trite maxims that are fruitless for man or child. I have been able to discover three reasons for this barren ness 1. Ethical teachers have too often yielded to the temp tation to inculcate what they considered useful without much regard to its truth. Where they have allowed their desire to be helpful to supplant their reverence for reality the result is always hypocrisy and artificiality. 2. It is necessary to take a point of view that is not merely of the time, if ones work is to escape triviality. This explains why so much of the literature of moral educa tion that once had a value is useless after twenty years, while the artistic literature contemporaneous with it is per-Dpygjient in worth. If we lose the eternal in the transient, life ceases to have a meaning if we live perfectly in the moment we realize the eternal. So Plato and Spinoza are as useful today, almost, as when they wrote, while the ephemeral books born of their hour load our libraries with barren stuff. 3. Deeper than both of these causes is the fact that so much of the literature dealing directly with ethical prob lems is born of the study rather than the world, evidencing an habitual detachment from human life that involves a loss of appreciation of its concrete problems. While the resulting theorymay be logical and satisfying to the intel PREFACE S lect, it helps us little in dealing with the real problems of human living. Therefore, if we can keep close to the process of life itself, asking always reverently what is the truth, and seeking to find the eternal in the best life of the moment, we may hope to retain both in our study and in the prac tical work of moral education, something of the deep inter est that ethical problems possess in our experience.<

1916, ISBN: 9781406738667

[ED: Taschenbuch], [PU: DODO PR], Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendlichc Operationen Natur und Kunst machen miissen, bis ein gebildeter Mensch dasteht .… More...

[ED: Taschenbuch], [PU: DODO PR], Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendlichc Operationen Natur und Kunst machen miissen, bis ein gebildeter Mensch dasteht . Goetbt KBW YORK B. W. HUEBSCH 1916 COPYRIGHT 1903 BY EDWARD HOWARD GRIGGS PREFACE IT is now widely recognized in America that the chief aim of education is to develop noble manhood and woman hood. The absorption, natural to our pioneer period, in sharpening the tools of the mind and equipping the individ ual for personal success, is being rapidly replaced by the effort to mold the moral personality that will use the minds instruments for the great ends of human life, in harmony with the good of the whole. Nor is this movement con fined to our own country. The struggle to recover from the disaster of 1870 in France, the influence of the educa tional reformers in Germany, the enthusiastic awakening of the nation in Italy, the growth of social and humani tarian sentiment in England, have led to interesting ex periments in moral education in the countries named. We have still much to learn from these experiments, espe cially in France and Germany, but it is in our own country that the greatest awakening to the moral aim of education has occurred. Yet while the end is thus generally, if vaguely, recognized, there is still the greatest confusion as to what it implies and as to the means by which it can be attained. Character is often conceived in a purely negative way, as the avoidance of evil, while the problem of moral culture is at times even interpreted to mean assigning a school period in which to teach morals and manners as one would teach arithmetic. Moreover, much of the literature of the subject is singu larly dreary and barren. Ihave long puzzled over the 4 PREFACE cause of this. Certainly, in practice, ethical problems are the most absorbingly interesting of all we must meet, and it would seem that moral education should be the most interesting, as it is the most important part of the whole process of culture. Yet many of the books on the subject are filled with a wearisome repetition of the conventional analysis of duties, and the commonplace, trite maxims that are fruitless for man or child. I have been able to discover three reasons for this barren ness 1. Ethical teachers have too often yielded to the temp tation to inculcate what they considered useful without much regard to its truth. Where they have allowed their desire to be helpful to supplant their reverence for reality the result is always hypocrisy and artificiality. 2. It is necessary to take a point of view that is not merely of the time, if ones work is to escape triviality. This explains why so much of the literature of moral educa tion that once had a value is useless after twenty years, while the artistic literature contemporaneous with it is per-Dpygjient in worth. If we lose the eternal in the transient, life ceases to have a meaning if we live perfectly in the moment we realize the eternal. So Plato and Spinoza are as useful today, almost, as when they wrote, while the ephemeral books born of their hour load our libraries with barren stuff. 3. Deeper than both of these causes is the fact that so much of the literature dealing directly with ethical prob lems is born of the study rather than the world, evidencing an habitual detachment from human life that involves a loss of appreciation of its concrete problems. While the resulting theorymay be logical and satisfying to the intel PREFACE S lect, it helps us little in dealing with the real problems of human living. Therefore, if we can keep close to the process of life itself, asking always reverently what is the truth, and seeking to find the eternal in the best life of the moment, we may hope to retain both in our study and in the prac tical work of moral education, something of the deep inter est that ethical problems possess in our experience... Versandfertig in 6-10 Tagen, [SC: 0.00]<

2007, ISBN: 1406738662

[EAN: 9781406738667], Neubuch, Print on Demand. Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendlichc Operationen Natur und Kunst machen miissen, bis ein gebildeter Me… More...

[EAN: 9781406738667], Neubuch, Print on Demand. Moral Education By Edward Howard Griggs SEVENTH EDITION Welche unendlichc Operationen Natur und Kunst machen miissen, bis ein gebildeter Mensch dasteht . Goetbt KBW YORK B. W. HUEBSCH 1916 COPYRIGHT 1903 BY EDWARD HOWARD GRIGGS PREFACE IT is now widely recognized in America that the chief aim of education is to develop noble manhood and woman hood. The absorption, natural to our pioneer period, in sharpening the tools of the mind and equipping the individ ual for personal success, is being rapidly replaced by the effort to mold the moral personality that will use the minds instruments for the great ends of human life, in harmony with the good of the whole. Nor is this movement con fined to our own country. The struggle to recover from the disaster of 1870 in France, the influence of the educa tional reformers in Germany, the enthusiastic awakening of the nation in Italy, the growth of social and humani tarian sentiment in England, have led to interesting ex periments in moral education in the countries named. We have still much to learn from these experiments, espe cially in France and Germany, but it is in our own country that the greatest awakening to the moral aim of education has occurred. Yet while the end is thus generally, if vaguely, recognized, there is still the greatest confusion as to what it implies and as to the means by which it can be attained. Character is often conceived in a purely negative way, as the avoidance of evil, while the problem of moral culture is at times even interpreted to mean assigning a school period in which to teach morals and manners as one would teach arithmetic. Moreover, much of the literature of the subject is singu larly dreary and barren. Ihave long puzzled over the 4 PREFACE cause of this. Certainly, in practice, ethical problems are the most absorbingly interesting of all we must meet, and it would seem that moral education should be the most interesting, as it is the most important part of the whole process of culture. Yet many of the books on the subject are filled with a wearisome repetition of the conventional analysis of duties, and the commonplace, trite maxims that are fruitless for man or child. I have been able to discover three reasons for this barren ness 1. Ethical teachers have too often yielded to the temp tation to inculcate what they considered useful without much regard to its truth. Where they have allowed their desire to be helpful to supplant their reverence for reality the result is always hypocrisy and artificiality. 2. It is necessary to take a point of view that is not merely of the time, if ones work is to escape triviality. This explains why so much of the literature of moral educa tion that once had a value is useless after twenty years, while the artistic literature contemporaneous with it is per-Dpygjient in worth. If we lose the eternal in the transient, life ceases to have a meaning if we live perfectly in the moment we realize the eternal. So Plato and Spinoza are as useful today, almost, as when they wrote, while the ephemeral books born of their hour load our libraries with barren stuff. 3. Deeper than both of these causes is the fact that so much of the literature dealing directly with ethical prob lems is born of the study rather than the world, evidencing an habitual detachment from human life that involves a loss of appreciation of its concrete problems. While the resulting theorymay be logical and satisfying to the intel PREFACE S lect, it helps us little in dealing with the real problems of human living. Therefore, if we can keep close to the process of life itself, asking always reverently what is the truth, and seeking to find the eternal in the best life of the moment, we may hope to retain both in our study and in the prac tical work of moral education, something of the deep inter est that ethical problems possess in our experience. 356 pages.<

ISBN: 9781406738667

[ED: Taschenbuch], [PU: Sabine Press], Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are repu… More...

[ED: Taschenbuch], [PU: Sabine Press], Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork. Versandfertig in 6-10 Tagen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)<

ISBN: 9781406738667

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in afforda… More...

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork. Trade Books>Trade Paperback>Education>Education>Education, Sabine Press Core >1<