| Introduction |
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7 | (22) |
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| PART ONE |
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29 | (118) |
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The Cultural System Approach |
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29 | (9) |
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38 | (3) |
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41 | (1) |
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Social Persons and Cultural Changes |
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41 | (44) |
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The Social Person and Educational Circles |
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46 | (20) |
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The Influence of Occupational Circles |
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66 | (10) |
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76 | (9) |
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85 | (22) |
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Primary Cooperative Groups |
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85 | (3) |
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88 | (3) |
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91 | (10) |
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101 | (6) |
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The Possibilities of a New Social Order and a New Education |
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107 | (9) |
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116 | (6) |
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Leadership and Followship in Creative Cooperation |
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122 | (1) |
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The Significance of the Issue of Leadership and Followship |
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123 | (5) |
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School and the Creation of Values |
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128 | (3) |
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School and the Participation in Culture |
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131 | (3) |
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Personality in Followship and Leadership. The Role of School |
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134 | (5) |
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The Problem of Reorganization of Institutional Education |
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139 | (8) |
| PART TWO |
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147 | (62) |
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147 | (1) |
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147 | (4) |
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Primary Pattern of Educational Guidance |
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151 | (3) |
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Education as Formation of the Educand's Social Personality |
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154 | (3) |
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Beginnings of Educational Guidance Through the Educand's Reflected Self |
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157 | (1) |
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The System of Apprenticeship |
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158 | (2) |
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160 | (2) |
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Ideational Preparation for Active Life |
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162 | (2) |
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164 | (4) |
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Professional Education in Vicarious Living |
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168 | (5) |
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Education as the Means to a Career |
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173 | (5) |
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The Significance of Authority and Prestige in Educational Guidance |
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178 | (7) |
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Education and Self-Education in Modern Societies |
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185 | (12) |
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The Scientific Function of Sociology of Education |
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197 | (2) |
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The Primary Task of Sociology of Education |
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199 | (2) |
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Education as Preparation of Candidates for Group Membership |
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201 | (5) |
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Education for Specialized Roles |
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206 | (2) |
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The Social Consequences of Education |
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208 | (1) |
| Editor's Note |
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209 | |
