Individuality, double meaning, 353–354; the essence of, 142; vs. institutionalism, 381–383; recognition of, in school work, 153; vs. social control, 340, 356–357. See also Dualisms.
Inductive methods of knowing, replacing deductive, 343–344.
Industrial competency, as an aim of education, 139–140.
Industrial vs. educational conditions, modern, 303–304.
Industrial education, see Vocational education.
Industrial occupations, recent increase in importance, 366–367, 368, 374.
Industrial revolution, cause of, 331; as necessitating educational reconstruction, 386; as widening humanism, 337.
Industry, now scientific, 367–368, 374.
Infancy, prolonged, doctrine of, 54. See also Dependence.
Inference, the nature of, 186.
Informal education, 7–10, 19–22, 26–27, 31–40, 212, 230.
Information, sugar–coated, 65; as an end of school work, 179, 185–186.
Information studies par excellence, 246.
Initiation ceremonies, their purpose, 8, 213.
Initiative, developed by opportunity for mistakes, 231; failure to develop, 60, 80; importance in a democracy, 102, 116.
Inner vs. outer, 402–407, 418. See also Dualisms; Objective.
Instincts, blocked, accentuate consciousness, 404; improper treatment of, 60. See Capacities; Disposition.
Institutionalism vs. individuality, 381–383.
Institutions, evil, as offsetting good schools, 138; in Hegel's philosophy, 68–70, 79; the measure of their worth, 7–8; the stronghold of humanistic tradition, 329.
Instruction, to issue in character, 402, 418; as the means of education, 81; statement of the problem of, 155.
Instrumental vs. intrinsic values, 279–280, 292.
Integrity, intellectual, how lost, 207–208.
Intellect vs. emotions, 390–391. See also Dualisms.
Intellectual vs. practical studies, 306–322, summary, 322–323. See also Cultural education; Dualisms; Vocational education.
Intellectualism, abstract, 348–349.
Intellectuality, one–sided, 151, 162.
Intelligence, vs. character, 410–414, 418; illiberal, 160.
Interest, as making control social, 37–39; divided, cause and results of, 207–209; false idea of, 148–149, 340, 407–408; origin of false conception of, 198; its relation to the conditions of occupation, 362; philosophic basis of depredation of, 391; another name for self, 408. See also Attention; Discipline vs. interest; Duty vs. interest; Dualisms.
Interests, moral question of organization of, 291; to be seized at proper moment, 136. See also Aims; Values.
Intrinsic vs. instrumental values, 279–280, 292.
Inventions, due to science, 261–262.
Inventiveness, lost by formal discipline, 80.
Judgment, as conceived by Locke's followers, 313; developed by opportunity to make mistakes, 231.
Kant, appreciation of institutions, 69; divorce of morality from conduct, 405; the individual–cosmopolitan ideal of, 110–111; reason the only proper moral motive, 411.
Kindergarten, proper material for, 232, 233; games, too symbolic, 238; technique, defects of, 180–181, 231.
Knowing vs. doing, see Doing vs. knowing.
Knowledge, as an object of æsthetic contemplation, 397–398; vs. belief, 393; definition, 396; as derived from doing, 217–218, 227, 229, 241, early conception of opposition, 306–311, modern theory, 311–322, 323; experimental, 367–368, 393; false conception of, 153, reason for, 160; function, 395; future reference of, 397–398; vs. habit, 395–396; how made humanistic, 269; vs. learning, 175, 385, 389–390; as pragmatically defined, 400; rationalized as science, 221–224; school, lack of functioning power, 398; vs. social interests, 340; theories of, 388–400, summary, 400–401; both end and means of thinking, 174, 185–186, 345, 380–381,