philosophy of education
Comte developed a systematic and hierarchical classification of all sciences, including inorganic physics (astronomy, earth science and chemistry) and organic physics (biology and, for the first time, physique sociale, later renamed sociologie).
Comte 's emphasis on the interconnectedness of social elements was a forerunner of modern functionalism. Nevertheless, as with many others of Comte 's time, certain elements of his work are now viewed as eccentric and unscientific, and his grand vision of sociology as the centerpiece of all the sciences has not come to fruition.
A day school—as opposed to a boarding school—is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children/teens return to their homes. The term can also be used to emphasize the length of full-day programs as opposed to after-school programs, as in Jewish day school. Comte, (1856)
The term day school is also increasingly used for a one-off series of lectures or classes, taking place on a single day, usually on a particular topic and usually directed at adult learners with little time to spare.
Coeducation; Many day schools offer coeducation facilities and this is an important requirement in terms of today’s world. Interacting with the opposite sex in the early years will enable children to be comfortable in the presence of the opposite sex when they reach a stage where they might have to work alongside them in an official environment. Children who have not had this opportunity might be shy and uncomfortable when they meet people from the opposite sex in the future. Most day schools encourage children to mingle with the opposite sex from their early years and this builds confidence and helps in exchange of ideas between the sexes over the formative years. Comte, (1891) This is one of the most important functions performed by a day school. Although there may be a few boarding schools that offer coeducation, day
Comte 's emphasis on the interconnectedness of social elements was a forerunner of modern functionalism. Nevertheless, as with many others of Comte 's time, certain elements of his work are now viewed as eccentric and unscientific, and his grand vision of sociology as the centerpiece of all the sciences has not come to fruition.
A day school—as opposed to a boarding school—is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children/teens return to their homes. The term can also be used to emphasize the length of full-day programs as opposed to after-school programs, as in Jewish day school. Comte, (1856)
The term day school is also increasingly used for a one-off series of lectures or classes, taking place on a single day, usually on a particular topic and usually directed at adult learners with little time to spare.
Coeducation; Many day schools offer coeducation facilities and this is an important requirement in terms of today’s world. Interacting with the opposite sex in the early years will enable children to be comfortable in the presence of the opposite sex when they reach a stage where they might have to work alongside them in an official environment. Children who have not had this opportunity might be shy and uncomfortable when they meet people from the opposite sex in the future. Most day schools encourage children to mingle with the opposite sex from their early years and this builds confidence and helps in exchange of ideas between the sexes over the formative years. Comte, (1891) This is one of the most important functions performed by a day school. Although there may be a few boarding schools that offer coeducation, day
References: Comte, A. (1856); A general view of positivism [Discours sur l 'Esprit positif 1844] London, Comte, A.; (1865) A General View of Positivism; Trubner and Co., (reissued by Cambridge University Press, 2009; Comte, A.; (1891) The Catechism of Positive Religion; Kegan Paul, Trench, Trübner and Co., (reissued by Cambridge University Press, 2009; Comte, A.; Jones, H.S. (ed.); 1998; Comte: Early Political Writings; Cambridge University Press,