Moral Principles in Education
- Language:
- English
- Status:
- Complete work
- Authorship:
- Written by the author
- Condition of the text:
- Clean text
- Extent:
- ~11,600 words · 55 passages
Cite this work
- APAJohn Dewey. (n.d.). Moral Principles in Education. SigPhi. https://sigphiai.com/en/works/john-dewey/moral-principles-in-education
- MLAJohn Dewey. "Moral Principles in Education." SigPhi, https://sigphiai.com/en/works/john-dewey/moral-principles-in-education.
- ChicagoJohn Dewey. Moral Principles in Education. SigPhi. https://sigphiai.com/en/works/john-dewey/moral-principles-in-education.
What it is about
Moral Principles in Education: why morality is not taught by a class in morality.
Context and history
The thesis is that a school educates morally through how it is organised, not through what it preaches. Short: it is a lecture, not a book.
Editorial context, not a citable source: unlike the passages of the work itself, these statements cannot be checked against the corpus.
practitioners in other professions. At first sight it might seem as though this indicated a defect either in the public or in the profession; and yet a wider view of the situation would suggest that such a conclusion is not a necessary one. The relations of education to the public are different from those of any other professional work. Education is a public business with us, in a sense that the protection and restoration of personal health or legal rights are not. To an extent characteristic of no other institution, save that of the state itself, the school has power to modify the social order. And under our political system, it is the right of each individual to have a voice in the making of social policies as, indeed, he has a vote in the determination of political affairs. If this be true, education is primarily a public business, and only secondarily a specialized vocation. The layman, then, will always have his right to some utterance on the operation of the public schools. _Education as expert service_ I have said "some utterance," but not "all"; for school-mastering has its own special mysteries, its own knowledge and skill into which the untrained layman cannot penetrate. We are just beginning to recognize that the school and the government have a common problem in this respect. Education and politics are two functions fundamentally controlled by public opinion. Yet the conspicuous lack of efficiency and economy in the school and in the state has quickened our recognition of a larger need for expert service. But just where shall public opinion justly express itself, and what shall properly be left to expert judgment? _The relations of expert opinion and public opinion_ In so far as broad policies and ultimate ends affecting the welfare of all are to be determined, the public may well claim its right to settle issues by the vote or voice of majorities. But the selection and prosecution of the detailed ways and means by which the
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