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" We never know how to put ourselves in the place of children; we do not enter into their ideas, but we ascribe to them our own; and... "
Comenius and the Beginnings of Educational Reform - Side 147
af Will Seymour Monroe - 1900 - 184 sider
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Essays on Educational Reformers

Robert Hebert Quick - 1868 - 360 sider
...peculiar to itself; nothing is more absurd than our being anxious to substitute our own in its stead.' * ' We never know how to put ourselves in the place of children ; we do not enter into their ideas, we lend them our own : and following always our own train of thought, we fill their heads, even while...
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Wisconsin Journal of Education, Bind 13

1883 - 654 sider
...education wheii our children ask us for bread, do we give them stones! Once more hear our philosopher: " We never know how to put ourselves in the place of children; we do not enter into their ideas, we lend them our own; aud following always our train of thought, we fill thenheads, even v/hile we are...
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Essays on Educational Reformers

Robert Hebert Quick - 1890 - 612 sider
...voulons pervertir cet ordre, nous produirons des fruitj Schoolmasters' contempt for childhood. never knew how to put ourselves in the place of children ; we...person would give us a treatise on the art of observing children—an art which would be of immense value to us, but of which fathers and schoolmasters have...
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The Schoolmaster in Literature

Hubert Marshall Skinner - 1892 - 694 sider
...peculiar to itself; nothing is more absurd than our being anxious to substitute our own in its stead." " We never know how to put ourselves in the place of children ; we do not enter into their ideas, we lend them our own : and following always our own train of thought, we fill their heads, even while...
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Émile: Or, Treatise on Education

Jean-Jacques Rousseau - 1892 - 424 sider
...that these circles are imaginary, he does not know what he sees, and no longer understands anything. We never know how to put ourselves in the place of children ; we do not enter into their ideas, but we ascribe to them our own ; and always following our own modes of reasoning with series of truths,...
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Rousseau's Émile: Or, Treatise on Education

Jean-Jacques Rousseau - 1892 - 424 sider
...that these circles are imaginary, he does not know what he sees, and no longer understands anything. We never know how to put ourselves in the place of children; we do not enter into their ideas, but we ascribe to them our own; and always following our own modes of reasoning with series of truths,...
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International Education Series

William T. Harris, A. M., LL. D. - 1902 - 420 sider
...that these circles are imaginary, he does not know what he sees, and no longer understands anything. We never know how to put ourselves in the place of children; we do not enter into their ideas, but we ascribe to them our own; and always following our own modes of reasoning with series of truths,...
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Rousseau on Education

Jean-Jacques Rousseau - 1912 - 308 sider
...child's attention and makes him forget the reality. [He then shows the faults of the armillary sphere.] We never know how to put ourselves in the place of children ; we never enter into their manner of thinking, but attribute to them our own ideas. Always following our...
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Understanding by Design

Grant P. Wiggins, Jay McTighe - 2005 - 383 sider
...ought to receive them only from experience" (p. 92). This is a key antidote to the Expert Blind Spot: "We never know how to put ourselves in the place of children; we do not enter into their ideas; we lend them ours and . . . with chains of truths we heap up only follies and errors in their heads" (p....
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