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Dangers and Difficulties of the Project Method and How to Overcome Them: III. Dangers and Difficulties of the Project Method


by Frederick G. Bonser 1921

1. By that narrow and all too common interpretation, which limits the application of the project method to constructive activities alone, those activities which are primarily intellectual, appreciative, and skill- or habit-forming are omitted. While children enter upon constructive activities with immediate interest and enthusiastic effort, many of these activities tend to remain upon a relatively low educational level unless the accessory or related intellectual, appreciative, or skill interests are enkindled by them. Among the chief educational values of many constructive projects are the avenues of approach to interests of higher levels which they afford. In industrial construction, gardening processes, writing stories, plays, or poems, composing music, or in problems of design, the work may stop with the mere manipulative or constructive processes and with the resulting products. It may stimulate no questions to be answered in terms of geography, science, arithmetic, history, literature, social practices or values, or art values; and it may lead to no definite demands for higher degrees of skill to be achieved by specific practice. On the other hand, the imagination of the children may be stimulated and the teacher may lead their interests and activities into questions closely associated with the constructive projects which will bring about new projects into which they will enter with equal enthusiasm and which will lead to higher levels of value.


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Cite This Article as: Teachers College Record Volume 22 Number 4, 1921, p. 297-305
http://www.tcrecord.org ID Number: 3984, Date Accessed: 12/14/2017 3:02:48 AM

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