The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
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Zadetki 1–3 od 78
Stran 32
... civil courts . Moreover , in many cases , even laymen elected to be tried by ecclesias- tical courts , in order thus to evade the severer penalties of the civil courts . At first both civil and canon law were studied by the clergy , but ...
... civil courts . Moreover , in many cases , even laymen elected to be tried by ecclesias- tical courts , in order thus to evade the severer penalties of the civil courts . At first both civil and canon law were studied by the clergy , but ...
Stran 89
... civil power . Luther regarded civil rulers as divinely commissioned to rule , not only in temporal , but in ecclesiastical affairs as well . ( 5 ) Formerly Luther had desired every child to receive an education . Later his chief aim ...
... civil power . Luther regarded civil rulers as divinely commissioned to rule , not only in temporal , but in ecclesiastical affairs as well . ( 5 ) Formerly Luther had desired every child to receive an education . Later his chief aim ...
Stran 181
... civil servants ; and the religion of the prince was the faith of all his subjects . The school became a civil institution , established and con- trolled by the state and municipalities , though still closely identified with the cultural ...
... civil servants ; and the religion of the prince was the faith of all his subjects . The school became a civil institution , established and con- trolled by the state and municipalities , though still closely identified with the cultural ...
Vsebina
INTRODUCTION BY E GEORGE PAYNE | 1 |
The Medieval Curriculum Allegorically Represented | 18 |
THE NORDIC REVOLT AND RECONSTRUCTION | 29 |
Avtorske pravice | |
52 preostalih delov ni prikazanih
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