The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1941 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 81
Stran 116
... took simi- lar action . Eisleben and Nuremberg followed the next year . In most of these cities , Melanchthon was invited to direct the plans for reorganization , and in harmony with his views all of the new foundations were Latin ...
... took simi- lar action . Eisleben and Nuremberg followed the next year . In most of these cities , Melanchthon was invited to direct the plans for reorganization , and in harmony with his views all of the new foundations were Latin ...
Stran 395
... took , of denying the exist- ence of the soul or mind prior to the coming of the first sensa- tion . Nor was this all . He not only assumed the existence of the soul or mind but allowed that it possessed certain capacities . In fact he ...
... took , of denying the exist- ence of the soul or mind prior to the coming of the first sensa- tion . Nor was this all . He not only assumed the existence of the soul or mind but allowed that it possessed certain capacities . In fact he ...
Stran 437
... took a different point of view . Furthermore , it was precisely because of the cynical heartlessness of Rationalism that Rousseau turned his back upon it and took up Naturalism . Many of the group of Rationalists drew the logical ...
... took a different point of view . Furthermore , it was precisely because of the cynical heartlessness of Rationalism that Rousseau turned his back upon it and took up Naturalism . Many of the group of Rationalists drew the logical ...
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