The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 82
Stran 484
... thoughts or presentations ; and it is precisely these thoughts or ideas of the child . with which the teacher deals . By manipulating ideas he constructs the child's circle of thought . By thus controlling what the child thinks , the ...
... thoughts or presentations ; and it is precisely these thoughts or ideas of the child . with which the teacher deals . By manipulating ideas he constructs the child's circle of thought . By thus controlling what the child thinks , the ...
Stran 495
... thought , and will cannot be separated . The higher will is an informed will . Impulse and desire , however , do not spring from ideas , as Herbart imagined , but they cannot become will , in any high sense , without the assistance of ...
... thought , and will cannot be separated . The higher will is an informed will . Impulse and desire , however , do not spring from ideas , as Herbart imagined , but they cannot become will , in any high sense , without the assistance of ...
Stran 505
... thought they found an integrative drive in the dialectic process of thesis , antithesis , and synthesis . They contended that the physical and mental worlds are both a process of thought . Having reduced everything to thought , it was ...
... thought they found an integrative drive in the dialectic process of thesis , antithesis , and synthesis . They contended that the physical and mental worlds are both a process of thought . Having reduced everything to thought , it was ...
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