The Greatest Educators EverBloomsbury Academic, 2006 - 234 pages 'The Great Educators' brings together the most influential and interesting educators of all time. With entries ranging from Plato to Jesus, and Froebel to Freire, this book provides a fascinating overview of the development of educational thought through the ages. Frank Flanagan writes engagingly and accessibly, considering each educator's unique contribution and placing it in a historical and intellectual context. A fascinating read for educators and students alike. |
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Page 33
... Aristotle , then in his late 30s , left Athens and settled in the eastern Aegean where a new centre of learning had been established . Aristotle's reputation as a scholar , philosopher and scientist was such that in 343 he was invited ...
... Aristotle , then in his late 30s , left Athens and settled in the eastern Aegean where a new centre of learning had been established . Aristotle's reputation as a scholar , philosopher and scientist was such that in 343 he was invited ...
Page 35
... Aristotle's objective is empirical : we must establish what are the attributes of the good man and work out how these attributes can be promoted . Leisure ' Leisure ' is central to Aristotle's concept of education : his intended ...
... Aristotle's objective is empirical : we must establish what are the attributes of the good man and work out how these attributes can be promoted . Leisure ' Leisure ' is central to Aristotle's concept of education : his intended ...
Page 39
... Aristotle , to three seven - year periods , 0–7 , 7-14 and 14-21 , which reflect natural divisions , ' for all skill and education aim at filling the gaps that nature leaves ' . " Aristotle here appeals to a belief regarding human ...
... Aristotle , to three seven - year periods , 0–7 , 7-14 and 14-21 , which reflect natural divisions , ' for all skill and education aim at filling the gaps that nature leaves ' . " Aristotle here appeals to a belief regarding human ...
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activity adult approach to child-rearing Aristotle Augustine become belief 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 Guardians Hugh Tredennick human ideas Illich individual influence Institutio Oratoria instruction intellectual Ivan Illich Jean-Jacques Rousseau Jesus John Amos Comenius John Locke knowledge learner learning living Locke Locke's Maria Montessori matter means mind Montessori Method moral nature Neill object Oppressed orator Paulo Freire Pedagogy Penguin 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 virtue word writing young