The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
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Stran 817
Frederick Eby, Charles Flinn Arrowood. which the child engages . The child learns by doing and through doing . Learning is the result of his active , expres- sional life . For Rousseau , the importance of an object rests in its ...
Frederick Eby, Charles Flinn Arrowood. which the child engages . The child learns by doing and through doing . Learning is the result of his active , expres- sional life . For Rousseau , the importance of an object rests in its ...
Stran 829
... child . Gradually he becomes aware of the yearnings and desires which prompt his actions ; as a result , he chooses the purposes upon which he wishes to act , and thus develops a firm will . In this process the child becomes more fully ...
... child . Gradually he becomes aware of the yearnings and desires which prompt his actions ; as a result , he chooses the purposes upon which he wishes to act , and thus develops a firm will . In this process the child becomes more fully ...
Stran 870
... child human , and at the same time make him individual . On the other hand , society is not just a number of indi- viduals huddled together in an organization . In Dr. Dewey's theory , " society is an organic union of individuals ...
... child human , and at the same time make him individual . On the other hand , society is not just a number of indi- viduals huddled together in an organization . In Dr. Dewey's theory , " society is an organic union of individuals ...
Vsebina
INTRODUCTION BY E GEORGE PAYNE | 1 |
The Medieval Curriculum Allegorically Represented | 18 |
THE NORDIC REVOLT AND RECONSTRUCTION | 29 |
Avtorske pravice | |
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Druge izdaje - Prikaži vse
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 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
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18th century academies activities American ancient Aristotle arts became boys Calvinistic Catholic child Christian church civil classes classical colonies Comenius culture curriculum Descartes doctrine educa elementary schools England English established Europe experience France French Froebel German girls grammar schools Greek Herbart Herbartian higher human humanistic Ibid ideal ideas important individual influence institutions instruction interest Jean Jacques Rousseau Jesuit John John Amos Comenius John Locke knowledge language later Latin language Latin schools learning literature Locke Luther mathematics ment method mind modern moral movement nature Netherlands organization period Pestalozzi Peter Ramus philosophy Physiocrats Pietism practice principles Protestant pupils reason reform religion religious Revolution Rousseau scholars Scholasticism school system schoolmasters scientific Scriptures sense social society taught teachers teaching theory thought Thoughts Concerning Education tion towns University vernacular Virginia Vives writing York