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Because each generation is born immature and adults pass away, education becomes necessary to transmit language, beliefs, practices, and skills so society can continue and adapt over 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Social Function 7  \nChapter Three: Education as Direction 13  \nChapter Four: Education as Growth 21  \nChapter Five: Preparation, Unfolding, and Formal Discipline 27  \nChapter Six: Education as Conservative and Progressive 35  \nChapter Seven: The Democratic Conception in Education 41  \nChapter Eight: Aims in Education 50  \nChapter Nine: Natural Development and Social Efficiency as Aims 56  \nChapter Ten: Interest and Discipline 63  \nChapter Eleven: Experience and Thinking 70  \nChapter Twelve: Thinking in Education 76  \nChapter Thirteen: The Nature of Method 82  \nChapter Fourteen: The Nature of Subject Matter 90  \nChapter Fifteen: Play and Work in the Curriculum 97  \nChapter Sixteen: The Significance of Geography and History 103  \nChapter Seventeen: Science in the Course of Study 109  \nChapter Eighteen: Educational Values 115  \nChapter Nineteen: Labor and Leisure 124  \nChapter Twenty: Intellectual and Practical Studies 130  \nChapter Twenty-one: Physical and Social Studies: Naturalism and Humanism 137  \nChapter Twenty-two: The Individual and the World 144  \nChapter Twenty-Three: Vocational Aspects of Education 151  \nChapter Twenty-four: Philosophy of Education 158  \nChapter Twenty-five: Theories of Knowledge 163  \nChapter Twenty-six: Theories of Morals 169  \nOriginally Published in 1916  \n© 2008  \nStudent Handouts, Inc.  \nToledo, Ohio, U. S.A.  \nJohn Dewey-Democracy and Education 2  \nChapter One:  \nEducation as a Necessity of Life  \n1. Renewal of Life by Transmission.  \nThe most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.  \nAs long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses themis to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word \"control\" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.  \nIn all the higher forms this process cannot be kept up indefinitely. After a while they succumb; they die. The creature is not equal to the task of indefinite self-renewal. But continuity of the life process is not dependent upon the prolongation of the existence of any one individual. Reproduction of other forms of life goes on in continuous sequence. And though, as the geological record shows, not merely individuals but also species die out, the life process continues in increasingly complex forms. As some species die out, forms better adapted to utilize the obstacles against which they struggled in vain come into being. Continuity of life means continual readaptation of the environment to the needs of living organisms.  \nWe have been speaking of life in its lowest terms–as a physical thing. But we use the word \"Life\" to  \ndenote the whole range of experience, individual and racial. When we see a book called the Life of Lincoln we do not exp","cbCaioKhmlvsVQxr","https://ap.wps.com/l/cbCaioKhmlvsVQxr","pdf",1379676,175,"English","# Chapter One: Education as a Necessity of Life\n## Renewal of life by transmission\n## Life as a self-renewing process through action on the environment\n## Continuity of life through reproduction and readaptation\n## Life and experience as the full range of human social history\n## Education as the means of social continuity","[{\"question\":\"What does Dewey mean by the distinction between living and inanimate things?\",\"answer\":\"Living things maintain themselves through renewal by turning surrounding energies into means of continued existence, rather than simply resisting and being shattered like inanimate matter.\"},{\"question\":\"How does Dewey connect physical renewal to human experience?\",\"answer\":\"He extends continuity through renewal from bodily life to the whole range of experience, including beliefs, ideals, hopes, and social practices that are recreated as humans live in communities over time.\"},{\"question\":\"Why is education necessary according to Chapter One?\",\"answer\":\"Because new members of a social group are born immature while adults hold the group’s knowledge and customs, education initiates the young into the group’s interests, purposes, skills, and practices so society can continue.\"}]","Democracy and Education - Chapter One - Education as a Necessity of Life | PDF",1792387631,270]