The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1941 - 922 strani |
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Zadetki 1–3 od 73
Stran 238
... human mind , in order to measure its capacity for attaining truth and accu- racy . Introspection was not at this time a common instru- ment of psychological use , and Bacon had little skill in em- ploying it . He did , however ...
... human mind , in order to measure its capacity for attaining truth and accu- racy . Introspection was not at this time a common instru- ment of psychological use , and Bacon had little skill in em- ploying it . He did , however ...
Stran 260
... human . He cited several cases in which infants deprived of all human association and care grew up like animals . From this he concluded that edu- cation is an absolutely essential process , in order to develop children into human ...
... human . He cited several cases in which infants deprived of all human association and care grew up like animals . From this he concluded that edu- cation is an absolutely essential process , in order to develop children into human ...
Stran 427
... human reason to ferret out the laws which lie at the basis of human nature . If the starry heavens outside the earth and so far removed from it can be made to yield the secret laws of their conduct , surely human reason would be equally ...
... human reason to ferret out the laws which lie at the basis of human nature . If the starry heavens outside the earth and so far removed from it can be made to yield the secret laws of their conduct , surely human reason would be equally ...
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 |
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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