Imagini ale paginilor
PDF
ePub

FACULTY OF EDUCATION.

BACHELOR OF PEDAGOGY.

Section B. Science of Education.
(Hall, O'Shea and Tyler).

PAPER II.

1. "The view of Groos that play is practice for future adult activities is very partial, superficial and perverse." Why so? State a more satisfactory view of the nature of play, and show the importance of this view in the education of the child.

2. Give an account of the physical growth of the boy between the ages of twelve and fifteen, and draw conclusions as to the character of education that is best suited to him at this period.

3. "What is needed to vitalize our education is an explicit recognition of the fact that every pupil in the schools. must be given an opportunity to do his best, to achieve the most that he can in any direction."

(a) Show clearly what is implied in a democratic conception of education.

(b) It is sometimes stated that education in America is democratic in name, but not in reality. Explain.

4. Discuss from the points of view of O'Shea and of Hall, the place and purpose of Latin in the curriculum. State your own view.

5. "The development of the will is surely more important than that of the intellect."

Examine this statement. Indicate some of the most important means of developing the will.

FACULTY OF EDUCATION.

BACHELOR OF PEDAGOGY.
SECTION B.

History and Criticism of Education Systems.

PAPER I.

1. "The significance of Greek education is found in the fact that here first is worked out the conception of free personality realizing itself through social institutions."

Examine this generalization, testing it by specific refer

ence.

2. How far is it true that the Greek conception of virtue was aesthetic rather than moral? Discuss Plato's ideas as to the effect of beauty on character.

3. To what extent are Plato's ideals and methods in education based on those of (a) his own city and (b) Sparta?

4. State the ideals, method, and actual achievement of Socrates as a teacher. How far is the Socratic method of practical value under modern conditions?

5. In what sense did Cicero and Tacitus take the orator as their ideal of an educated man? Contrast their ideal with that of the early Republic as with that of Cato the Censor, and discuss the change.

6. Estimate the educational value of the Institutes of Quintilian.

FACULTY OF EDUCATION.

BACHELOR OF PEDAGOGY.
SECTION B.

History and Criticism of Educational Systems.

PAPER II.

1. Wherein lay the strength and the weakness of scholastic education? Distinguish between realism and nominalism, and show the result of the triumph of nominalism.

2. Contrast the humanism of the fourteenth century with that of the sixteenth, referring explicitly to Petrarch, Vittorino, da Feltre and Sturm. Account for the change.

3. State and examine the "pansophic" ideal of Comenius. How far does a criticism of Comenius apply to our modern school curriculum?

4. State the views of John Locke as to the aim of education, and, in general, the means by which this aim should be realized. Indicate briefly a line of criticism, showing the value and the defects of Locke's theory as applied to the educational problems of to-day.

5. What have been the permanent results of the teaching of Rousseau?

« ÎnapoiContinuă »