The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
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Zadetki 1–3 od 74
Stran xxiii
... social life is necessary if we as a nation are to bring our- selves out of these difficult times and to readjust the social order in the interest of human welfare . We can no longer follow a laissez - faire policy , characteristic of ...
... social life is necessary if we as a nation are to bring our- selves out of these difficult times and to readjust the social order in the interest of human welfare . We can no longer follow a laissez - faire policy , characteristic of ...
Stran 505
... social life and religious experience . In his earlier stages , he cannot understand and enter into human relation- ships , without injury to his social being . He cannot appreci- ate and comprehend the meaning of life . The world of the ...
... social life and religious experience . In his earlier stages , he cannot understand and enter into human relation- ships , without injury to his social being . He cannot appreci- ate and comprehend the meaning of life . The world of the ...
Stran 870
... social control . Social intercourse , relations , and interactions are the central factors in the evolution of the activities of the individual . The character of man's mind and all his knowledge has been the result of social living ...
... social control . Social intercourse , relations , and interactions are the central factors in the evolution of the activities of the individual . The character of man's mind and all his knowledge has been the result of social living ...
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