Extracts from A Teacher’s Experience.
(p. 203) The main question which should serve to get rid of the blurred ideas of present-day educationists is not what is the kind of school we need today, but what is a child’s life, what are its characteristic features and in what way are they of value in relation to the work of the school.
Continue reading “Shatsky (1922) ‘Which comes first: the children or the school?’”Extracts from A Teacher’s Experience.
(p. 176) Prejudices in the way of setting up an education through work establishment. There are two deeply rooted social prejudices which stand in the way of our attaining this ultimate goal, these are, firstly, the idea that it is essential to train children for their future life, activity or career (the prejudice regarding social education) and, secondly, the belief in the indisputable existence of a well-defined volume of knowledge strictly laid down for each stage of life…. These two parallel ideas which are mutually supporting have dealt and continue to deal great harm to children and they complicate efforts to think and analyse clearly and sensibly with regard to questions of child care. It is teachers whom these ideas impede most of all.
Continue reading “Shatsky (1918) ‘First steps towards education through work’”
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