A Cultural History of Western Education: Its Social and Intellectual FoundationsMcGraw-Hill, 1955 - 645 sider |
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Side 329
... hours students could come , early in the morning before working hours , at the noon hour , late in the afternoon , or in the evening after working hours . As a result , young people could go to school while they worked . A broadened ...
... hours students could come , early in the morning before working hours , at the noon hour , late in the afternoon , or in the evening after working hours . As a result , young people could go to school while they worked . A broadened ...
Side 439
... hour day became one of their activities ; but the opposition became extremely bitter , and the charge was made that ... hours , and better working conditions . It opposed the more radical efforts of Marxist , socialist , or anarchist ...
... hour day became one of their activities ; but the opposition became extremely bitter , and the charge was made that ... hours , and better working conditions . It opposed the more radical efforts of Marxist , socialist , or anarchist ...
Side 520
... hours of work dropped from nearly 60 hours in 1920 to 46 hours in 1944 , the net output per man - hour almost doubled . These achievements proved that high production and high employment were possible for the American economy . The ...
... hours of work dropped from nearly 60 hours in 1920 to 46 hours in 1944 , the net output per man - hour almost doubled . These achievements proved that high production and high employment were possible for the American economy . The ...
Indhold
PREFACE | 1 |
SOCIAL FOUNDATIONS OF GREEK EDUCATION | 29 |
INTELLECTUAL FOUNDATIONS OF GREEK EDUCATION | 45 |
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academies achieved activities aims aristocratic Aristotle authority became began Calvinist Catholic century B.C. Christian church Church of England civil classes classical colleges colonies Columbia University common conception culture curriculum democracy democratic discipline doctrines early economic educa efforts eighteenth century elementary school emphasis England English established Europe faculty faculty psychology federal France freedom French gained German Greek groups high school higher education human nature Humanistic ideal ideas important individual industrial institutions instruction intellectual interests Italy knowledge labor language Latin learning liberal arts mathematics methods middle modern moral nineteenth century organized outlook philosophy physical Plato political practical principles public schools Puritan Quintilian reform religion religious Roman Russia school system scientific Second World War secondary education secondary schools secular separation of church social society subjects teachers teaching theory tion traditional twentieth century universities York youth