A Student's History of EducationMacmillan, 1925 - 453 sider |
Fra bogen
Resultater 1-5 af 95
Side xi
... Religion and Castes . The Hindu Education . Effect of the Hindu Education . India as Typical of the Orient . Jewish Education . CHAPTER II THE EDUCATION OF THE GREEKS Progressive Nature of Greek Education . Spartan Education : Its Aim ...
... Religion and Castes . The Hindu Education . Effect of the Hindu Education . India as Typical of the Orient . Jewish Education . CHAPTER II THE EDUCATION OF THE GREEKS Progressive Nature of Greek Education . Spartan Education : Its Aim ...
Side 3
... more clearly differentiated and fits for specific occupations . In this way , class divisions , or even castes , have generally arisen in society , and the Mystic religion and caste sys- tem in India . young THE EARLIEST EDUCATION.
... more clearly differentiated and fits for specific occupations . In this way , class divisions , or even castes , have generally arisen in society , and the Mystic religion and caste sys- tem in India . young THE EARLIEST EDUCATION.
Side 4
... Religion and Castes . - In India , largely as a result of the debilitating climate , there was formu- lated about 1200 B. C. a dreamy.philosophy , according to which nothing except Brahma , the one universal spirit , really exists ...
... Religion and Castes . - In India , largely as a result of the debilitating climate , there was formu- lated about 1200 B. C. a dreamy.philosophy , according to which nothing except Brahma , the one universal spirit , really exists ...
Side 10
... religious conceptions . Nevertheless , it did not depart much from its traditions and the past , and to this extent it may be classed with the training of the primitive tribes and of the Oriental nations as predominantly non ...
... religious conceptions . Nevertheless , it did not depart much from its traditions and the past , and to this extent it may be classed with the training of the primitive tribes and of the Oriental nations as predominantly non ...
Side 9
... religious character . Not until after the Babylonish captivity ( 586-536 B. C. ) , however , did they establish ... religious material came to be interpreted , and the consequent hostility to science but Oriental and art , except as they ...
... religious character . Not until after the Babylonish captivity ( 586-536 B. C. ) , however , did they establish ... religious material came to be interpreted , and the consequent hostility to science but Oriental and art , except as they ...
Indhold
1 | |
11 | |
32 | |
42 | |
53 | |
60 | |
65 | |
74 | |
187 | |
203 | |
210 | |
230 | |
251 | |
276 | |
302 | |
333 | |
83 | |
88 | |
99 | |
124 | |
151 | |
162 | |
179 | |
370 | |
397 | |
418 | |
441 | |
447 | |
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 Jesuit kindergarten knowledge largely later Latin learning Macmillan Massachusetts 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 Renaissance Roman Rousseau scholasticism school system sciences scientific secondary schools social social realism society spread subjects SUPPLEMENTARY READING Graves taught teachers teaching tendency Text-book theory tion tional town treatises United universal education various Yverdon