The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 69
Stran 454
... Pestalozzi , and led him to bridge the gap from concrete object to numeration . When once the child has clearly grasped the significance of the symbol , he can readily make progress in the fundamental operations . Pestalozzi elaborated ...
... Pestalozzi , and led him to bridge the gap from concrete object to numeration . When once the child has clearly grasped the significance of the symbol , he can readily make progress in the fundamental operations . Pestalozzi elaborated ...
Stran 463
... Pestalozzi demanded that religious feel- ings be awakened before words or symbols are brought to the child . ( 8 ) Several new devices of method were originated by Pestalozzi . He employed the letters of the alphabet fastened on cards ...
... Pestalozzi demanded that religious feel- ings be awakened before words or symbols are brought to the child . ( 8 ) Several new devices of method were originated by Pestalozzi . He employed the letters of the alphabet fastened on cards ...
Stran 465
... Pestalozzi , and later became the leading teachers in Germany . The cantons of Switzerland accepted Pestalozzi's methods for public instruction , and established normal schools to train teachers . Economic and social conditions were ...
... Pestalozzi , and later became the leading teachers in Germany . The cantons of Switzerland accepted Pestalozzi's methods for public instruction , and established normal schools to train teachers . Economic and social conditions were ...
Vsebina
Conditions that Caused the Northern Revolt and Reformation I | 1 |
The Northern Response to the Italian Renaissance | 32 |
Protestant Educational Reformers | 62 |
Avtorske pravice | |
23 preostalih delov ni prikazanih
Druge izdaje - Prikaži vse
The Development of Modern Education in Theory, Organization, and Practice Frederick Eby,Charles Flinn Arrowood Prikaz kratkega opisa - 1934 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
Pogosti izrazi in povedi
17th century academies activities American Aristotle arts attention became boys Calvinistic Catholic chief child Christian church civil Comenius culture curriculum Descartes Dewey doctrine educa elementary school England English established experience followed France French Froebel function Gerhard Groote German grammar school Greek Herbart Herbartian high school higher human humanistic Ibid ideal ideas individual influence institutions instruction interest Jesuit knowledge language Latin grammar Latin language Latin schools learning literature living Luther mathematics ment mental method mind moral movement nature Netherlands objects organization Pestalozzi philosophy physical Physiocrats Pietists practice principles progress Protestant Protestantism Prussia psychology pupils reason reform religion religious Revolution Rousseau Schiller Scholasticism scientific Scriptures sense social society spirit Stanley Hall Synod of Dort taught teachers teaching theory thought tion towns University vernacular vocational writing York young youth