The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 80
Stran 115
... began to readjust . The first point to be noted is that European civilization no longer retained its unity as in the middle ages . National rivalries intensified and the race for worldwide imperialism began . But the greatest cause of ...
... began to readjust . The first point to be noted is that European civilization no longer retained its unity as in the middle ages . National rivalries intensified and the race for worldwide imperialism began . But the greatest cause of ...
Stran 235
... began teaching in a private school at New Haven , Connecticut , in 1638. He transferred to Ipswich in 1650 , and to Charlestown eleven years later . In 1670 he took charge of the Boston Latin Grammar School and held this position for 35 ...
... began teaching in a private school at New Haven , Connecticut , in 1638. He transferred to Ipswich in 1650 , and to Charlestown eleven years later . In 1670 he took charge of the Boston Latin Grammar School and held this position for 35 ...
Stran 454
... began with nature itself . One of his pupils has given a graphic account of his method : 29 For the first elements of geography we were taken into the open air . They began by turning our steps to an out - of - the - way valley near ...
... began with nature itself . One of his pupils has given a graphic account of his method : 29 For the first elements of geography we were taken into the open air . They began by turning our steps to an out - of - the - way valley near ...
Vsebina
Conditions that Caused the Northern Revolt and Reformation | 1 |
The Northern Response to the Italian Renaissance 32 | 52 |
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