Use "pedagogy" in a sentence

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Pedagogy in a sentence | pedagogy example sentences

  1. The only criterion of pedagogy is freedom, the only method—experience.
  2. I say "without building any new foundation," because there are only two permanent foundations of pedagogy:.
  3. Do you think analytics courses require any special teaching pedagogy, being a niche field that is still in its growth phase?
  4. The advocates of science say, Pedagogy is even now of use for the people; but let it develop, then it will be still better.
  5. Defenders of science say: Pedagogy is even now proving of advantage to the people, but give it a chance to develop, and then it will do still better.

  6. In such a state I was, and I assume many of us are, in respect to the principle of "development" which obfuscates pedagogy, in its connection with the rudiments.
  7. I was then abroad, and I remember how I everywhere came across messengers roving all over Europe in search of a new faith, that is, officials of the ministry, studying German pedagogy.
  8. The real, peremptory question of pedagogy, which fifteen years ago I vainly tried to put in all its significance, "Why ought we to know this or that, and how shall we teach it?" has not even been touched.
  9. This question both then and now has appeared to me as a corner-stone of the whole pedagogy, and to the solution of this question I devoted the publication of the pedagogical periodical Yásnaya Polyána.
  10. Lastly at the head of the board was the young poet who found a refuge from his labours of pedagogy and metaphysical inquisition in the convivial atmosphere of Socratic discussion, while to right and left of him were.
  11. The most natural cause which has led pedagogy to the false path on which it now stands, is the criticism of the old order, the criticism for the sake of criticism, without positing new principles in the place of those criticized.
  12. This condition of the new pedagogy results directly from its two fundamental principles: (1) that the aim of the school is development and not science, and (2) that development and the means for attaining it may be theoretically defined.
  13. Bunákov and Evtushévski, as being new works, which combine all the latest deductions of German pedagogy, intended as guides for the teachers in the popular schools, and selected by the advocates of the sound method as manuals in their schools.
  14. The chief point of departure is the criticism of the old methods and the concoction of new ones to be as diametrically opposed to the old as possible, but by no means the positing of new foundations of pedagogy, from which new methods might result.
  15. Every progress of pedagogy, if we attentively consider the history of this matter, consists in an ever increasing approximation toward naturalness of relations between teacher and pupil, in a lessened compulsion, and in a greater ease of instruction.

  16. That person ought to have a general, fresh education within the limits of a gymnasium course, that is, he must know Russian thoroughly and Church-Slavic partly, arithmetic and algebra thoroughly, and be a teacher, that is, know the practice of pedagogy.
  17. Pedagogy is in the same condition in which a science would be that would teach how a man ought to walk; and people would try to discover rules about how to teach the children, how to enjoin them to contract this muscle, stretch that muscle, and so forth.
  18. On that road of perfection, on which pedagogy stands, it is quite apparent to me that if 120,000 roubles were collected in a county, the pedagogues would find use for them all in twenty schools, with adjustable tables, seminaries for teachers, and so forth.
  19. Thus, in relation to the administrative side of the schools I have again to put a third question, on the same basis of freedom: Why do we know how best to arrange a school? To this question German pedagogy gives an answer which is quite consistent with its whole system.
  20. This repetition will not be tedious for the pedagogues of the new school, because what I then wrote is not exactly forgotten, but has never been considered by the pedagogues,—and yet I still think that just what was expressed by me at that time might have placed pedagogy, as a theory, on a firm foundation.
  21. Bunákov and Evtushévski, nor in any other pedagogical work of the founders of this school of pedagogy, unless they be those hazy discussions of this nature, such as that every instruction must be based on the union of analysis and synthesis, and by all means on the sense of hearing, and so forth; or you will find, as in Mr.
  22. And yet the so-called science of pedagogy is in this matter indissolubly connected with power; both in Germany and with us there are prescribed certain ideal one-class, two-class schools, and so forth; and the pedagogical and the administrative powers do not wish to know the fact that the masses would like to attend to their own education.
  23. Bunákov proposes the following questions to be put to the children: "Where can you see cats? where a magpie? where sand? where a wasp and a suslik? what are a suslik and a magpie and a cat covered with, and what are the parts of their bodies?" (The suslik is a favourite animal of pedagogy, no doubt because not one peasant child in the centre of Russia knows that word.
  24. They are settled so definitely that the process of the acquisition by man of impressions, sensations, concepts, ratiocinations, has been analyzed by them down to its minutest details, and the component parts of what we call the soul or the essence of man have been dissected and divided into parts by them, and that, too, in such a thorough manner that on this firm basis can go up the faultless structure of the science of pedagogy.
  25. After having read what had been written on the subject and having made the personal acquaintance of the so-called best representatives of the pedagogical science in Europe, I not only failed to find anywhere an answer to the question I was interested in, but I convinced myself that this question does not even exist for pedagogy, as a science; that every pedagogue of any given school firmly believed that the methods which he used were the best, because they were based on absolute truth, and that it would be useless for him to look at them with a critical eye.

  26. This explains why our pedagogical literature is overwhelmed with manuals for object-lessons, with manuals about how to conduct kindergartens (one of the most monstrous excrescences of the new pedagogy), with pictures and books for reading, in which are eternally repeated the same articles about the fox and the blackcock, the same poems which for some reason are written out in prose in all kinds of permutations and with all kinds of explanations; but we have not a single new article for children's reading, not one Russian, nor Church-Slavic grammar, nor a Church-Slavic dictionary, nor an arithmetic, nor a geography, nor a history for the popular schools.
  27. If the future brings not a series, but a system of crises, what will be the values, what the pedagogy, what the dreams of young minds in times of perpetual and ubiquitous conflict? If the next generation, and if that be this one, experiences techinic singularity, what will be the students' roll, goal and game's end, and who will be the educator, designer and enforcer of this post-singularity curriculum? This is the pedagogical community's challenging dilemma: what and how do we teach unknown skills for a yet to be conceived environment? How do we delimit education so that it not only can perceive, but also conceive and begin to implement a culture of resilient and transformative sustainability? Intellectual cooperation, i.

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