Descartes, the philosophy of, 350, 348–349; a rejector of tradition, 344.
Development, as aim of education, 131–138, 144, interpreted as unfolding, not growth, 65, 79, superseded by idea of discipline, 110; arrested, one cause of, 59, 61, 62, 206; natural development, its relation to culture, 142, a moral trait, 417.
Dialectic methods, influence on education, 327–328; the waning of, 368, 369; giving way to experimental method, 395.
Differences, individual, see Individuality; Variations, individual.
Difficulty, proper degree of, in a school problem, 184.
Direction, as a function of education, 28–47, summary, 47–48; power of, developed by educative experiences, 90, 397, 401; social, modes of, 31–40, 47.
Directness, a trait of individual method, 204–205, 211.
Discernment, in Locke's theories, 312; in those of his successors, 313.
Discipline as aim of education, social explanation of, 160; attempt to reconcile with culture, 110; vs. interest, 146–161, 376, summary, 161–162, false conception of, 156, 157, origin of this conception, 198; meaning, 150, 151–152, 161–162, 208; a moral trait, 417; external, and double–mindedness, 209, proper substitutes for, 228, 276, to issue in character, 402, 418, to be modified in democratic education, 114. See also Formal discipline; Government, school; Interest.
Disinterested action, common interpretation of, 407.
Disposition, definition of, 13, 379; in relation to democracy, 115; power to improve social conditions, 160; habitual, fixes one's real standards, 275–276; foundation of power to develop, 53, 54; influenced by every act, 415, by association, 26–27, 34, 40, by habit, 57, by use of physical conditions, 38, 40, by schools, 4, 26; mental and moral, how to change, 212, 370, effect of subject matter upon, 81; social, means of attaining, 47, 231–237, 241. See also Character.
Dogma, a crutch to save thinking, 394.
Doing vs. knowing, 340, 378, 385, 391; relation made clear by experimental science, 321–322, 323. See also Activity; Dualisms; Knowledge as derived from doing.
Donaldson, quoted, on irregularity of growth, 136.
Double–mindedness, as a result of bad method, 207–209.
Dramatizations, value in school work, 190.
Drawing, its prime function in education, 278–279. See also Art.
Drill exercises, to form habits, 312; undue emphasis upon, 60, 209; weakness of 161.
Drudgery, how different from work, 240–241.
Dualism, and formal discipline, 72, 76–77, 80; vs. continuity, 388–395, 400–401.
Dualisms, educational results, 340; origin and remedy, 377; reflection in theories of morals, 402. See also Activity and knowledge; Activity vs. mind; Authority vs. freedom; Body and mind; Body vs. soul; Capital vs. labor; Character vs. conduct; Character vs. intelligence; Conservatism vs. progressiveness; Culture vs. efficiency; Discipline vs. interest; Doing vs. knowing; Dualism; Duty vs. interest; Emotions vs. intellect; Ends vs. means; Environment and heredity; Experience vs. knowledge; Habit vs. knowledge; Humanism vs. naturalism; Individual and the world; Individuality vs. institutionalism; Intellectual vs. practical studies; Inner vs outer; Logical vs. psychological method; Man and nature; Matter vs. mind; Method vs. subject matter; Nature vs. nurture; Objective vs. subjective knowledge; Particular vs. general; Philosophy; Physical vs. psychical; Practice vs. theory; Rationalism vs. empiricism or sensationalism; Thinking and experience; Thinking vs. knowledge.
Dualistic systems, origin of, 189–190; purpose of, 378.
Duty vs. interest, 407–410, 418. See also Dualisms.
Economic conditions, present, tendency of, 114; education, a means of reform, 304.
Economic interests, vs. scientific or æsthetic, 381–383.
