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During Passover service the leader told the story to his sons according to their individual services. Simplifying it the smaller they were.
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Wrote on the advantages conferred by schooling and the influence of the home in learning.
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Discuss the kinds of education appropriate to different kinds of people, the training of the body and the cultivation of psychomotor skills, the formation of good character, the possibilities and limits of moral education, the effects of music and other artes in the development, the role of the teacher, the relations between teachers and students, the means and methods of teaching the nature of learning and learning apart from a teacher.
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Argued in favor of public rather then private education to preserve democratic ideals. He condemned physical force as a method of discipline
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He talked about systematic presentation of facts; that what is to be learned must be practiced, about the need to adjust instruction to all students, the schools work in moral growth, a student's needs to be evaluated on their own accomplishments and not compared to others.
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Wrote about development theory and the use of visual aids in instruction. He taught understanding as the goal of instruction not memory.
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Wrote about the schema theory; He promoted the five formal steps for teaching: Preparation, Presentation, Comparison, Generalization, Application
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He believed that science did not create direct solutions in education but only provided mere help to teachers. He rejected those who viewed the mission of the school as curriculum bound with the teachers only importing facts.
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Founder of the child- study movement and developmental psychology. He experimented with teachers and students in real environments and gathered never before seen information( to many it was unreliable due to lack of educated assets)
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He believed in democratic learning as well as learning by doing. He emphasized the importance of context in education and saw vocational and academic education as two sides of the same idea. His goal was to create critical thinking in a democratic environment.
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His theories were child centered and mentioned the importance of studying the different aptitudes of individuals. His goals were to prepare students for careers in modern economy and implemented testing systems to determine student's capabilities. He also believed there were laws of learning that applied to all humans.
