Communication, definition, 11, 255; always educative, 6–7, 11; extending the meaning of experience, 255; making possible the continuance of society, 3–6, 11; criterion of its value, 219.
Community, definition, 5–6; conditions making possible, 29; not one body but many, loosely connected, 24–26, 94–97.
Complex vs. simple, false notion of, 234.
Compulsory education, system of, first undertaken by Germany, 112.
Concern, see Interest.
Concrete, must progress to abstract, 315–316. See also Abstract.
Conduct, as determined by knowledge, 412–414, 418; relation to philosophy, 378–379, 387. See also Character; Disposition.
Confidence, a trait of good method, 205.
Conformity, not equivalent to uniformity, 60; the essence of education in Hegel's philosophy, 69.
Connections of an object, made evident by education, 246; as determining response to it, 396; means for learning, 416.
Conscience, vs. consciousness, 411; intuitions of, 406.
Consciousness, definition, 121; accentuated by blocking of instincts and habits, 404; not independent, 164; as equivalent term for "mind," 342–343.
Consensus, origin, 6.
Consequences of action, vs. its motive, 402, 405–406, 418. See also Dualisms.
Conservatism vs. progressiveness, 381–383, 390, 401; in education, 81–93.
Consistency, definition, 379.
Continuity, of inanimate things, 1, of individual life, 2, of social life, 35, of beings with their environment, 13, 333; vs. dualism, 388–395. See also Dualisms.
Control, as a function of education, 28, 48, 90, 397, 401; means of, 39–40, 47, 73; resulting in growth, 1–2; in Herbart's theory, 82; vs. freedom, 340, 356–357; social, indirect vs. direct, 32, 33, 47; variable, importance of, 53–54, 62. See also Conservatism; Freedom; Individuality.
Coördination of responses, 74, 75, 78.
Cosmopolitanism, the eighteenth century tendency toward, 106, as voiced by Kant, 110–111; defects of, 113; yielding to nationalism, 109.
Credulity, human proneness to, 222.
Criteria, of subject matter, 78, 292; of a society, 96–110, 115. See also Standards.
Cultural aspect of any study, the educational center of gravity, 249.
Cultural or liberal education, one of the dangers of, 416–417; as made illiberal, 226; so called, really vocational, 364–366. See also Culture; Intellectual vs. practical studies; Vocational aspects of education.
Culture, as aim of education, 142–144, 271, 376, summary, 144–145; cause of differences in, 43–45; vs. efficiency, 142–144, 144–145, 159–160, 373, 377, 385, 389, historical and social explanation of the opposition, 160–161, 293–298, 305, 388–389; traditional idea of, 143, 358, to be modified, 114; definition of true, 145; a moral trait, 417. See also Education.
Culture-epoch theory, see Education, as recapitulation.
Curiosity, cause and effect, 244; nature, 245, 391.
Curriculum, in relation to aims and interests, 271–291, summary, 291–292; place of play and work in, 228–241, summary, 241–242, 243–244; requisites for planning, 225–227; false standards for its composition, 286–291; reasons for constant criticism and revision, 283; measure of its worth, 415.
Custom, criticism of, basis of Athenian philosophy, 306, 307, 322.
Democracy, true, characteristics of, 100–102, 115, 142–143, 300, 357, 369–370, 374, 401, 414; criteria for the curriculum in, 225–226, 338, 339; duty of education in, 139–140, 292; humanism of science in, 268; proper theory of knowledge in, 401; reorganization of education required in, 300, 305, 386; increasing respect for all labor in, 366.
Democratic conception in education, 94–115, summary, 115–116, 375–376.
Dependence, a positive power, 50–52; habit of dependence upon cues, 67. See also Infancy, prolonged.
