The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
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Zadetki 1–3 od 69
Stran 767
... experience . In other words , it is the object itself which is presented . All objects of thought , all percepts , concepts , ideas , or meanings , come within the definition of presentation . Psychologists are accustomed to distinguish ...
... experience . In other words , it is the object itself which is presented . All objects of thought , all percepts , concepts , ideas , or meanings , come within the definition of presentation . Psychologists are accustomed to distinguish ...
Stran 776
... experience ; and second , the mass of organized experience that has already been in consciousness and has been relegated to the realm of the unconscious . The body of past experiences , which is most closely related , takes up the new ...
... experience ; and second , the mass of organized experience that has already been in consciousness and has been relegated to the realm of the unconscious . The body of past experiences , which is most closely related , takes up the new ...
Stran 780
... Experience begins with sense perception of objects . In this view Herbart was wholly in accord with Pestalozzi . The child gathers much of his sensory experience before the period of formal education begins . But the knowledge that he ...
... Experience begins with sense perception of objects . In this view Herbart was wholly in accord with Pestalozzi . The child gathers much of his sensory experience before the period of formal education begins . But the knowledge that he ...
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