I believe that all education proceeds by the participation of the individual in the social consciousness of the race.

This is the first sentence and OK so far depending on what is to mean by "participation" (and discounting the mention of 'race' that must be used here in an obsolete fashion to refer either to 'culture' or 'species')

This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions. Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. ...

It takes a major of act of negative imagination not to read this as an early statement of all theories of enculturation, socialization and internalization that would later be developed into theories of hegemony, culture of poverty, cultural difference, habitus, etc. that I find massively unhelpful.

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. ...

OK, perhaps, if this was not followed by the following

I believe that this educational process has two sides-one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. ... Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. ...

What would happen if the relationship was shifted and the 'sociological' became the basis

society is an organic union of individuals

[full text]

 

Thursday, November 22, 2001