A Student's History of EducationMacmillan, 1917 - 453 sider |
Fra bogen
Resultater 1-5 af 46
Side 8
... ( Reproduced from Things as They Are by Amy Wilson - Carmichael , by permission of the Fleming H. Revell Company . ) is made to give a reason for the customs and. ' initiatory ceremonies . ' Fig . 3. The palaestra . Fig . 4. The.
... ( Reproduced from Things as They Are by Amy Wilson - Carmichael , by permission of the Fleming H. Revell Company . ) is made to give a reason for the customs and. ' initiatory ceremonies . ' Fig . 3. The palaestra . Fig . 4. The.
Side 9
Frank Pierrepont Graves. is made to give a reason for the customs and traditional knowledge taught . Hence , while individuality has begun to emerge , it is suppressed by every agency possi- ble ; and , although these peoples have ...
Frank Pierrepont Graves. is made to give a reason for the customs and traditional knowledge taught . Hence , while individuality has begun to emerge , it is suppressed by every agency possi- ble ; and , although these peoples have ...
Side 19
... sophists considered ' knowledge , ' Socrates held to be ' Knowledge ' only ' opinion , ' and declared that the reason men think ' opinion ' . versus The ' dialectic ' of Socrates . so differently is THE EDUCATION OF THE GREEKS 19.
... sophists considered ' knowledge , ' Socrates held to be ' Knowledge ' only ' opinion , ' and declared that the reason men think ' opinion ' . versus The ' dialectic ' of Socrates . so differently is THE EDUCATION OF THE GREEKS 19.
Side 22
... reason , and the philosophers have passions , and a human being is not a man unless all these func- tions are his . But even if his scheme had been a happy one , the treatise provided no method of evolution from current conditions , and ...
... reason , and the philosophers have passions , and a human being is not a man unless all these func- tions are his . But even if his scheme had been a happy one , the treatise provided no method of evolution from current conditions , and ...
Side 24
... ought to precede that of the soul , and the training of the impulsive side of the soul ought to come next ; nevertheless , the care of it must be for the body , - sake of the reason , and the care of the 24 A STUDENT'S HISTORY OF EDUCATION.
... ought to precede that of the soul , and the training of the impulsive side of the soul ought to come next ; nevertheless , the care of it must be for the body , - sake of the reason , and the care of the 24 A STUDENT'S HISTORY OF EDUCATION.
Indhold
3 | |
11 | |
32 | |
42 | |
53 | |
60 | |
65 | |
74 | |
179 | |
187 | |
203 | |
210 | |
230 | |
251 | |
276 | |
302 | |
83 | |
88 | |
99 | |
124 | |
151 | |
162 | |
333 | |
370 | |
397 | |
418 | |
441 | |
Andre udgaver - Se alle
Almindelige termer og sætninger
academies Alcuin American Aristotle awakening became began boys Burgdorf cation chap Christian Church cities classes classical colleges colonies Comenius common schools Connecticut course curriculum doctrines early educa eighteenth century elementary education elementary schools Emile England English established Europe formal France Froebel furnished German gild gradually greatly Greek Herbart Herbartian History of Education humanism humanistic ideals ideas individual infant schools influence institutions instruction intellectual interest Jesuit kindergarten knowledge largely later Latin learning Massachusetts mediæval ment methods Middle Ages modern monasticism monitorial system Montessori Method moral movement natural nineteenth century normal schools organization period Pestalozzi philosophy physical Plato practical principles Prussia public education public schools pupils realism Realschule reform religious Roman Rousseau scholasticism school system sciences scientific secondary schools social social realism society spread subjects SUPPLEMENTARY READING Graves taught teachers teaching tendency theory tion tional town treatises United universal education various Yverdon