The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1941 - 922 strani |
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Zadetki 1–3 od 79
Stran 410
... attention . Next to the belief in memory train- ing , the assumption most universal has been that the mind has a general power of attention which can be strengthened by training . It would seem from the following passage that Locke ...
... attention . Next to the belief in memory train- ing , the assumption most universal has been that the mind has a general power of attention which can be strengthened by training . It would seem from the following passage that Locke ...
Stran 411
... attention upon some idea , but rather the capacity to switch attention from one subject which is particularly agreeable to another subject that is not so agree- able . It is this power of switching , or redirecting , the atten- tion ...
... attention upon some idea , but rather the capacity to switch attention from one subject which is particularly agreeable to another subject that is not so agree- able . It is this power of switching , or redirecting , the atten- tion ...
Stran 874
... attention which are of genuine interest to the organism and necessary for its on- going life . Genuine concentration of attention and effort of will can be put forth only for that which is of genuine interest . In this way , Dr. Dewey ...
... attention which are of genuine interest to the organism and necessary for its on- going life . Genuine concentration of attention and effort of will can be put forth only for that which is of genuine interest . In this way , Dr. Dewey ...
Vsebina
CHAPTER | 1 |
Education among the Romans | 10 |
Schools in the Middle Ages | 16 |
Avtorske pravice | |
51 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 ancient Aristotle arts August Hermann Francke authorities became boys Calvinistic Cambridge catechism Catholic child Christian church civil classes classical colonies Comenius culture curriculum Descartes discipline doctrine educa elementary England English Erasmus established Europe France French German girls grammar schools Greek human humanistic Ibid ideas important influence institutions instruction interest Jesuit John John Amos Comenius John Locke knowledge language later Latin language Latin schools learning literature Locke Luther mathematics medieval Melanchthon ment method mind moral movement nature Netherlands organization pastors Peter Ramus philosophy Pietism political practice principles Protestant pupils Ramus Ratich rational reason Reformation religion religious revolution Roman Roman Curia Rousseau scholars Scholasticism schoolmasters Scriptures social society Sturm Synod of Dort taught teachers teaching theology Thoughts Concerning Education tion tongue towns translation University vernacular Vives writing wrote York