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 92
... adult serves only to confuse , not instruct . What he is advocating is that the treatment of children should be reasonable so that they understand that adult intervention is ' useful and necessary for them ; and that it is not out of ...
... adult serves only to confuse , not instruct . What he is advocating is that the treatment of children should be reasonable so that they understand that adult intervention is ' useful and necessary for them ; and that it is not out of ...
Page 123
... adult . Sudden discontinuities and fragmentation of the child's experience should be avoided because they distract attention , both the child's and the adult's , from ' the living connection , the inner living essence ' and are ...
... adult . Sudden discontinuities and fragmentation of the child's experience should be avoided because they distract attention , both the child's and the adult's , from ' the living connection , the inner living essence ' and are ...
Page 157
... adult needs and adult misconcep- tions . All domestic furniture , for example , was designed for adult use and comfort ; children had to accommodate to it . Schoolroom furniture was so designed and fixed in place as to render the child ...
... adult needs and adult misconcep- tions . All domestic furniture , for example , was designed for adult use and comfort ; children had to accommodate to it . Schoolroom furniture was so designed and fixed in place as to render the child ...
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Common terms and phrases
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