The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 81
Stran 196
... senses . This is one of the fundamental prin- ciples which Comenius frequently repeated . He was the first thoroughly consistent Sense - Realist . Vives , as indicated in an earlier chapter , pre- ceded him in the statement of this ...
... senses . This is one of the fundamental prin- ciples which Comenius frequently repeated . He was the first thoroughly consistent Sense - Realist . Vives , as indicated in an earlier chapter , pre- ceded him in the statement of this ...
Stran 208
... sense realist . He contended " Teachers should make their words as legible to children as pictures are , for next to ... sense , tradition , and reason , but everything must begin with sense perception . Teaching must be adapted to the ...
... sense realist . He contended " Teachers should make their words as legible to children as pictures are , for next to ... sense , tradition , and reason , but everything must begin with sense perception . Teaching must be adapted to the ...
Stran 604
... sense of self , and power of which the child is becoming conscious . This mental play of the child has a vital ... sense or things , and the world of fancy ; the world of hard reality , and the world of ancestral experiences that well up ...
... sense of self , and power of which the child is becoming conscious . This mental play of the child has a vital ... sense or things , and the world of fancy ; the world of hard reality , and the world of ancestral experiences that well up ...
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