The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 84
Stran 34
... knowledge of Hebrew . Wessel's point of view may be seen in the fol- lowing quotation from his writings : 2 Knowledge is not our highest aim , for he who only knows how to know , is a fool ; for he has no taste of the fruit of knowledge ...
... knowledge of Hebrew . Wessel's point of view may be seen in the fol- lowing quotation from his writings : 2 Knowledge is not our highest aim , for he who only knows how to know , is a fool ; for he has no taste of the fruit of knowledge ...
Stran 411
... knowledge is innate , and Locke that no knowledge is innate but everything that any man can know comes from experience , especially sensory experiences . This flat contradiction necessitated a thorough - going restudy of the origin of ...
... knowledge is innate , and Locke that no knowledge is innate but everything that any man can know comes from experience , especially sensory experiences . This flat contradiction necessitated a thorough - going restudy of the origin of ...
Stran 412
Frederick Eby. of knowledge belong to the nature of the mind itself ; they are a priori , that is , prior to sense experience . Sensory knowledge is of phenomena . Probably Kant's most dev- astating conclusion was the undreamed of idea ...
Frederick Eby. of knowledge belong to the nature of the mind itself ; they are a priori , that is , prior to sense experience . Sensory knowledge is of phenomena . Probably Kant's most dev- astating conclusion was the undreamed of idea ...
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 | |
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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