The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 72
Stran 479
... experience , but he turned against the sensational- ism of Locke and the materialism of the French philosophers ... experience " apple . " Without such presentation through the sense organs , the mind can never experience a living ...
... experience , but he turned against the sensational- ism of Locke and the materialism of the French philosophers ... experience " apple . " Without such presentation through the sense organs , the mind can never experience a living ...
Stran 492
... experience , at the beginning of education , is haphazard , unsys- tematic , and faulty in emphasis . Things and events crowd into the mind in masses , and the result is a chaotic conglomeration of ideas . In order that experience may ...
... experience , at the beginning of education , is haphazard , unsys- tematic , and faulty in emphasis . Things and events crowd into the mind in masses , and the result is a chaotic conglomeration of ideas . In order that experience may ...
Stran 617
... experience ; in other words , experience is revised , reorganized , and re- constructed . This growing , changing , or revising of experience is what Dr. Dewey understood by education . Dr. Dewey believed that this conception of ...
... experience ; in other words , experience is revised , reorganized , and re- constructed . This growing , changing , or revising of experience is what Dr. Dewey understood by education . Dr. Dewey believed that this conception of ...
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 |
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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