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Updated: May 9, 2025
There is a kind of division of labor, by virtue of which more advanced experts prepare the schemata of instruction; basing them upon psychology, if the teaching is on a scientific plan, or on the principles laid down by one of the great pedagogists such as Herbart, for example; moreover, the sciences, such as hygiene and experimental psychology, are further invoked to overcome many practical difficulties and to help in the arrangement of schoolrooms, the drawing up of the curriculum, time-tables, etc.
But the factor which affords the most substantial support to the educative organism of the school is the system of prizes and punishments. Pedagogists make this the main feature of their treatment.
However, throughout all the discussions of the pedagogists and the evolutions of punishments and prizes, no one has dreamt of asking himself what is the good which is rewarded, and what the evil which is punished, or whether, before urging children on to an undertaking, it would not be well to cast a glance at the undertaking itself, and judge of its value.
When this takes place, a state of things begins to establish itself which has some analogy with that mechanism of attention which the pedagogists of to-day take as the basis of the art of teaching. The transition from the known to the unknown, from the simple to the complex, from the easy to the difficult, is reproduced, from a certain point of view; but with special characteristics.
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