The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 76
Stran 138
... later , in the Puritan revolu- tion and the Whig reforms ; and still later , in the liberal and humanitarian reforms of the late 18th and early 19th centu- ries . Most of the principles for which it contended were estab- lished ...
... later , in the Puritan revolu- tion and the Whig reforms ; and still later , in the liberal and humanitarian reforms of the late 18th and early 19th centu- ries . Most of the principles for which it contended were estab- lished ...
Stran 333
... later founded after the model set by Francke . In 1697 , another school was organized for the boys of the middle well - to - do class who were preparing for higher training . This was first known as a Latin school , but was later recog ...
... later founded after the model set by Francke . In 1697 , another school was organized for the boys of the middle well - to - do class who were preparing for higher training . This was first known as a Latin school , but was later recog ...
Stran 358
... later it became more humane . Although methods of school management and of instruction of the Brothers in the 18th century had little in common with those of modern schools , they did anticipate some features , good and bad , of later ...
... later it became more humane . Although methods of school management and of instruction of the Brothers in the 18th century had little in common with those of modern schools , they did anticipate some features , good and bad , of later ...
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