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 72
... learner's active engage- ment with whatever is to be learned whether this is a matter of outer , sense experience or ... learner either to the object or experience which the teacher is providing or to the learner's previous ...
... learner's active engage- ment with whatever is to be learned whether this is a matter of outer , sense experience or ... learner either to the object or experience which the teacher is providing or to the learner's previous ...
Page 74
... learner . Teachers must act consistently in accordance with the principles they are attempting to promote . It is ... learner relation- ship in which the learner is an active participant , and in which the teacher acknowledges the ...
... learner . Teachers must act consistently in accordance with the principles they are attempting to promote . It is ... learner relation- ship in which the learner is an active participant , and in which the teacher acknowledges the ...
Page 171
... Learners must be addressed as whole persons . If the teacher overlooks the real otherness of the learner , the teacher will not be able to help him or her . If the teacher sees learners not as they are in all their reality but as the ...
... Learners must be addressed as whole persons . If the teacher overlooks the real otherness of the learner , the teacher will not be able to help him or her . If the teacher sees learners not as they are in all their reality but as the ...
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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