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. |
From inside the book
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Page 49
... moral context . Jesus was not a moralizer , he was not in the business of teaching an inflexible and restricting moral code . He wanted to engage the listener in the moral ambiguity of the stories so that they begin to think morally ...
... moral context . Jesus was not a moralizer , he was not in the business of teaching an inflexible and restricting moral code . He wanted to engage the listener in the moral ambiguity of the stories so that they begin to think morally ...
Page 61
... moral character as much as for their literary content : the boys ' must learn not merely what is eloquent , ' he insists , ' it is even more important that they should study what is morally excellent'.14 In this regard he appears to ...
... moral character as much as for their literary content : the boys ' must learn not merely what is eloquent , ' he insists , ' it is even more important that they should study what is morally excellent'.14 In this regard he appears to ...
Page 211
... moral vision . ' Education ' is an evaluative term . When we describe a system or process as ' educa- tional ' we are asserting that it meets certain moral conditions . One of these conditions must be that it enables the individual ...
... moral vision . ' Education ' is an evaluative term . When we describe a system or process as ' educa- tional ' we are asserting that it meets certain moral conditions . One of these conditions must be that it enables the individual ...
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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