by William H. Kilpatrick — 1918The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely until two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? |
by William Heard Kilpatrick — 1921An argument that wholehearted purposeful activity proceeding under wise guidance in a social situation promises best both for education and for life, because it best identifies education with life. |
by William Heard Kilpatrick — 1921This introduction to the symposium on the project method held at Teachers College on March 18 and 19, 1921, reviews the four major types of projects. |
by George Douglas Hofe — 1966This is an essay in personal reminiscence. The author recalls his friendship with J. F. Woodhull and offers his own recollections of a moment in William Heard Kilpatrick’s long and productive career. |
by Departmental notes — 1922Professor William H. Kilpatrick delivered two addresses during the meeting of the Department of Superintendence in Chicago, one before the Society of College Teachers of Education on “The Use of the Project Method in College Courses in Education,” |
by Junius L. Meriam — 1943The author strongly advocates an activity program for our schools, both elementary and secondary. |
by A. Harry Passow — 1982John Dewey's influence on educational thought and practice was felt on six continents and brought about in three ways: (1) Dewey's visits to foreign countries; (2) translations of Dewey's books into languages; and (3) the thousands of foreign students who studied Dewey's philosophy and returned to their countries to become leaders in education. |
by William H. Kilpatrick & and others — 1919The children of the second grade have already had at least a year's experience in living together under the conditions of organized freedom described in the articles on the first grade.1 They have had many opportunities to discriminate between right and wrong in their social relationships; and, scope having been given to their activities, they have learned to think and act purposefully.
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by Thos. H. Briggs — 1925BECAUSE of the great current interest in curricula publication is made of the appended bibliography. The items have been collected and annotated partly by students in several of my classes during the past few years; but each of their entries has been checked and most of them entirely rewritten. |
by Edward H. Reisner — 1948A tribute to Professor Paul Monroe (1869-1947) of Teachers College, Columbia University. |
