Democracy and Education | Page 3

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Chapter and
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I would like to dedicate this etext to my mother who was a elementary
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Democracy and Education by John Dewey

Chapter One
: Education as a Necessity of Life
Chapter Two

: Education as a Social Function
Chapter Three
: Education as Direction
Chapter Four
: Education as Growth
Chapter Five
: Preparation, Unfolding, and Formal Discipline
Chapter Six
: Education as Conservative and Progressive
Chapter Seven
: The Democratic Conception in Education
Chapter Eight
: Aims in Education
Chapter Nine
: Natural Development and Social Efficiency as Aims
Chapter Ten
: Interest and Discipline
Chapter Eleven
: Experience and Thinking
Chapter Twelve
: Thinking in Education
Chapter Thirteen
: The Nature of Method
Chapter Fourteen
: The Nature of Subject Matter
Chapter Fifteen
: Play and Work in the Curriculum
Chapter Sixteen
: The Significance of Geography and History
Chapter Seventeen
: Science in the Course of Study
Chapter Eighteen
: Educational Values
Chapter Nineteen

: Labor and Leisure
Chapter Twenty
: Intellectual and Practical Studies
Chapter Twenty
-one: Physical and Social Studies: Naturalism and Humanism
Chapter Twenty
-two: The Individual and the World
Chapter Twenty
-Three: Vocational Aspects of Education
Chapter Twenty
-four: Philosophy of Education
Chapter Twenty
-five: Theories of Knowledge
Chapter Twenty
-six: Theories of Morals

Chapter One
: Education as a Necessity of Life
1. Renewal of Life by Transmission. The most notable distinction
between living and inanimate things is that the former maintain
themselves by renewal. A stone when struck resists. If its resistance is
greater than the force of the blow struck, it remains outwardly
unchanged. Otherwise, it is shattered into smaller bits. Never does the
stone attempt to react in such a way that it may maintain itself against
the blow, much less so as to render the blow a contributing factor to its
own continued action. While the living thing may easily be crushed by
superior force, it none the less tries to turn the energies which act upon
it into means of its own further existence. If it cannot do so, it does not
just split into smaller pieces (at least in the higher forms of life), but
loses its identity as a living thing.
As long as it endures, it struggles to use surrounding energies in its own
behalf. It uses light, air, moisture, and the material of soil. To say that it
uses them is to say that it turns them into means of its own conservation.
As long as it is growing, the energy it expends in thus turning the
environment to account is more than compensated for by the return it

gets: it grows. Understanding the word "control" in this sense, it may
be said that a living being is one that subjugates and controls for its
own continued activity the energies that would otherwise use it up. Life
is a self-renewing process through action upon the environment.
In all the higher forms this process cannot be kept up indefinitely. After
a while they succumb; they die. The creature is not equal to the task of
indefinite self-renewal. But continuity of the life process is not
dependent upon the prolongation of the existence of any one individual.
Reproduction of other forms of life goes on in continuous sequence.
And though, as the geological record shows, not merely individuals but
also species die out, the life process continues in increasingly complex
forms. As