The Greatest Educators EverA&C Black, 2005 M11 10 - 244 páginas The Greatest Educators Ever brings together theories from the most influential and interesting educators of all time to provide a fascinating overview of the development of educational thought through the ages. The book explores philosophers such as Plato and Jesus, highlighting their influence of their teachings on early education. It then moves on to discuss pioneers of the modern education system, including Froebel, Freire, Rousseau, Newman and Montessori, and examines their ethos and mission in detail. Frank Flanagan writes engagingly and accessibly, considering each educator's unique contribution and placing it in a historical and intellectual context. A captivating read for educators and students alike. |
Dentro del libro
Resultados 1-5 de 12
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... Froebel Newman Dewey Montessori the Buber Neill Freire Illich Greatest Educators Frank M. Flanagan EVER ! continuum Plato Aristotle Jesus Quintillan Augustine Comenius Locke Rousseau Pestalozzi Froebel. Socrates Front Cover.
... Froebel Newman Dewey Montessori the Buber Neill Freire Illich Greatest Educators Frank M. Flanagan EVER ! continuum Plato Aristotle Jesus Quintillan Augustine Comenius Locke Rousseau Pestalozzi Froebel. Socrates Front Cover.
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... Locke Rousseau Pestalozzi Froebel Newman Dewey Montessori Buber the Neill Freire Illich Greatest Educators Frank M. Flanagan --- EVER ! continuum The Greatest Educators Ever Related titles Great Thinkers A -. Socrates.
... Locke Rousseau Pestalozzi Froebel Newman Dewey Montessori Buber the Neill Freire Illich Greatest Educators Frank M. Flanagan --- EVER ! continuum The Greatest Educators Ever Related titles Great Thinkers A -. Socrates.
Página vi
... Freire ( 1921-1997 ) : Education for Freedom 184 18 Ivan Illich ( 1926–2002 ) : Education Without Schooling Conclusion Notes Further Reading 195 207 213 227 Introduction At the start of the twenty - first century vi Contents.
... Freire ( 1921-1997 ) : Education for Freedom 184 18 Ivan Illich ( 1926–2002 ) : Education Without Schooling Conclusion Notes Further Reading 195 207 213 227 Introduction At the start of the twenty - first century vi Contents.
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... Freire articulate reservations regarding the social and cultural preoccupations and predisposi- tions of conventional education systems . By the second half of the twentieth century , in their view , education systems promoted or ...
... Freire articulate reservations regarding the social and cultural preoccupations and predisposi- tions of conventional education systems . By the second half of the twentieth century , in their view , education systems promoted or ...
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... Freire reminds us , is not neutral ; neither , it may be said , is any particular philo- sophy of education . The history of educational thought , from Athens in the fifth century BC through to the radical critics of the 1960s , is a ...
... Freire reminds us , is not neutral ; neither , it may be said , is any particular philo- sophy of education . The history of educational thought , from Athens in the fifth century BC through to the radical critics of the 1960s , is a ...
Contenido
1 | |
13 | |
Education for the State | 22 |
Education for Leisure | 33 |
Education for the Common Man | 44 |
The Education of the Orator | 54 |
Education for the Inner Life | 65 |
Education as a Human Right | 75 |
University Education | 130 |
Education for the Future | 141 |
Education for Personal Competence | 152 |
Education for Relationship | 163 |
Education for the Liberation of the Psyche | 174 |
Education for Freedom | 184 |
Education Without Schooling | 195 |
Conclusion | 207 |
Education for the English Gentleman | 86 |
The Education of Nature | 97 |
The Education of the People | 108 |
The Garden of Education | 119 |
Notes | 213 |
Further Reading | 227 |
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Términos y frases comunes
activity adult approach to child-rearing Aristotle Augustine become belief Benjamin Jowett Book Buber capacity century child childhood Comenius creative culture curriculum Deschooling Society Dewey dialogue Didactic education system Émile engage Essential Newman experience freedom Freire Friedrich Froebel Gertrude Teaches growth Hugh Tredennick human ideas Illich individual influence Institutio Oratoria instruction intellectual Jean-Jacques Rousseau Jesus John Amos Comenius John Dewey John Locke knowledge learner learning living Locke Locke's Maria Montessori matter means mind Montessori Method moral nature Neill object Oppressed orator Pedagogy Pestalozzi philosophy physical Plato play political practical principle programme promote psychology pupil Quintilian quoted in Lilley radical approach reality reason relationship requires Rousseau Rulers Selection sense skills social Socrates soul spirit stories Summerhill taught teacher Teaches Her Children theory things Thoughts Concerning Education tion traditional trans truth understanding universal education virtue word writing young