The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 49
Stran 226
... direct , affec- tionate , and honest . Teaching that is indirect is more effective than that which is direct ; instruction should not be formal . " Teach with anima- tion : that is best learned which is learned with pleasure . " Fénelon ...
... direct , affec- tionate , and honest . Teaching that is indirect is more effective than that which is direct ; instruction should not be formal . " Teach with anima- tion : that is best learned which is learned with pleasure . " Fénelon ...
Stran 501
... direct statement to that effect . The likeness of their principles and methods warrants the conclusion that Froebel was a Teutonic Jean Jacques . His direct contact with Pestalozzi's ideas and practices naturally colored his whole think ...
... direct statement to that effect . The likeness of their principles and methods warrants the conclusion that Froebel was a Teutonic Jean Jacques . His direct contact with Pestalozzi's ideas and practices naturally colored his whole think ...
Stran 622
... direct social and educational significance , in that they stimulated the activities of the child . By contact with ... Direct experience the basis of all method . None of the modern educators , except Rousseau , have been more insistent ...
... direct social and educational significance , in that they stimulated the activities of the child . By contact with ... Direct experience the basis of all method . None of the modern educators , except Rousseau , have been more insistent ...
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