The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 73
Stran 291
... objects of the world . In addition to the experiences which come from the outer world through the sense organs ... objects of sensa- tion , and the operations of our own minds within , as the objects of reflec- tion , are to me the only ...
... objects of the world . In addition to the experiences which come from the outer world through the sense organs ... objects of sensa- tion , and the operations of our own minds within , as the objects of reflec- tion , are to me the only ...
Stran 456
... objects they signify , nor must words precede things . Similarly , memorizing definitions without the mental ... objects in the school , the home , and nature . These informal discussions were designed to give children positive skill in ...
... objects they signify , nor must words precede things . Similarly , memorizing definitions without the mental ... objects in the school , the home , and nature . These informal discussions were designed to give children positive skill in ...
Stran 519
... objects about him and how they act . According to Froebel each new activity grows out of some earlier activity . For illustration , drawing sharpens and makes more discriminat- ing the child's power to perceive objects . In its turn ...
... objects about him and how they act . According to Froebel each new activity grows out of some earlier activity . For illustration , drawing sharpens and makes more discriminat- ing the child's power to perceive objects . In its turn ...
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