The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1941 - 922 strani |
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Zadetki 1–3 od 77
Stran 392
... fact , he concluded , there is not a single idea known to the human mind that can be truly said to be uni- versal and therefore innate . Only two sources of knowledge . Fortunately Locke did not rest content with destroying the myth of ...
... fact , he concluded , there is not a single idea known to the human mind that can be truly said to be uni- versal and therefore innate . Only two sources of knowledge . Fortunately Locke did not rest content with destroying the myth of ...
Stran 395
... fact , as all the other great principles of the amiable Moravian , this one , too , was apparently dead so far as European pedagogy was concerned . But Locke's investigations , without intention on his part , gave quite a new basis for ...
... fact , as all the other great principles of the amiable Moravian , this one , too , was apparently dead so far as European pedagogy was concerned . But Locke's investigations , without intention on his part , gave quite a new basis for ...
Stran 399
... fact , Locke had an ingrained distrust of words . He urged that thinking be done without words , in so far as possible . For words are , " in their own nature , so doubt- ful and obscure , their signification , for the most part , so un ...
... fact , Locke had an ingrained distrust of words . He urged that thinking be done without words , in so far as possible . For words are , " in their own nature , so doubt- ful and obscure , their signification , for the most part , so un ...
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