The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 89
Stran 36
... learning , he studied three years ( 1464-1467 ) at Padua , Bologna , and Rome . He collected many manuscripts , which he pre- sented to Christ Church , Canterbury , where he was Prior for many years . Thomas Linacre . In the school of ...
... learning , he studied three years ( 1464-1467 ) at Padua , Bologna , and Rome . He collected many manuscripts , which he pre- sented to Christ Church , Canterbury , where he was Prior for many years . Thomas Linacre . In the school of ...
Stran 37
... learning . After three years he returned to England and lectured at Oxford on the Epistles of Paul . In this he aided the reform movement by emphasizing the significance of the Greek language and the direct method of interpreting the ...
... learning . After three years he returned to England and lectured at Oxford on the Epistles of Paul . In this he aided the reform movement by emphasizing the significance of the Greek language and the direct method of interpreting the ...
Stran 105
... learning and knowl- edge ; Montaigne revolted against learning and knowledge , but not against judgment . He decried mere memory : " To know by heart only is not to know at all ; it is simply to keep what one has committed to his memory ...
... learning and knowl- edge ; Montaigne revolted against learning and knowledge , but not against judgment . He decried mere memory : " To know by heart only is not to know at all ; it is simply to keep what one has committed to his memory ...
Vsebina
Conditions that Caused the Northern Revolt and Reformation I | 1 |
The Northern Response to the Italian Renaissance | 32 |
Protestant Educational Reformers | 62 |
Avtorske pravice | |
23 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,Charles Flinn Arrowood Prikaz kratkega opisa - 1934 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
Pogosti izrazi in povedi
17th century academies activities American Aristotle arts attention became boys Calvinistic Catholic chief child Christian church civil Comenius culture curriculum Descartes Dewey doctrine educa elementary school England English established experience followed France French Froebel function Gerhard Groote German grammar school Greek Herbart Herbartian high school higher human humanistic Ibid ideal ideas individual influence institutions instruction interest Jesuit knowledge language Latin grammar Latin language Latin schools learning literature living Luther mathematics ment mental method mind moral movement nature Netherlands objects organization Pestalozzi philosophy physical Physiocrats Pietists practice principles progress Protestant Protestantism Prussia psychology pupils reason reform religion religious Revolution Rousseau Schiller Scholasticism scientific Scriptures sense social society spirit Stanley Hall Synod of Dort taught teachers teaching theory thought tion towns University vernacular vocational writing York young youth