The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 82
Stran 57
... took him five years and three months . Then he read to him Donat , le Facet , Theodolet , and Alanus in Parabolis.13 These took him thir- teen years , six months and two weeks . But you must re- member that in the meantime he did learn ...
... took him five years and three months . Then he read to him Donat , le Facet , Theodolet , and Alanus in Parabolis.13 These took him thir- teen years , six months and two weeks . But you must re- member that in the meantime he did learn ...
Stran 135
... took up their residence in Leyden , the school had become the com- mon property of the people : 12 It was a land where every child went to school , where almost every individual could read and write , where even the middle classes were ...
... took up their residence in Leyden , the school had become the com- mon property of the people : 12 It was a land where every child went to school , where almost every individual could read and write , where even the middle classes were ...
Stran 437
... took a different point of view . Furthermore , it was precisely because of the cynical heartlessness of Rationalism that Rousseau turned his back upon it and took up Naturalism . Many of the group of Rationalists drew the logical ...
... took a different point of view . Furthermore , it was precisely because of the cynical heartlessness of Rationalism that Rousseau turned his back upon it and took up Naturalism . Many of the group of Rationalists drew the logical ...
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