The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 75
Stran 392
... mind that can be truly said to be uni- versal and therefore innate . Only two sources of knowledge . Fortunately Locke did not rest content with destroying the myth of innate ideas . He set forth a different source and suggested a new ...
... mind that can be truly said to be uni- versal and therefore innate . Only two sources of knowledge . Fortunately Locke did not rest content with destroying the myth of innate ideas . He set forth a different source and suggested a new ...
Stran 393
... mind . In regard to this source of experience , he wrote : " 7 The other fountain , from which experience furnisheth the understanding with ideas , is the perception of the operation of our own minds within us , as it is employed about ...
... mind . In regard to this source of experience , he wrote : " 7 The other fountain , from which experience furnisheth the understanding with ideas , is the perception of the operation of our own minds within us , as it is employed about ...
Stran 414
... Minds are in Tune , and well dispos'd to it . General potentialities and specific habits . The theory of formal discipline is based upon the view that the mind is composed of certain general faculties , such as memory , at- tention ...
... Minds are in Tune , and well dispos'd to it . General potentialities and specific habits . The theory of formal discipline is based upon the view that the mind is composed of certain general faculties , such as memory , at- tention ...
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 |
Pogosti izrazi in povedi
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