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 60
Frank M. Flanagan. Work , play and control Quintilian's attitude to play is very positive . He considers that a balance between play and work is essential to the well - being of the learner for a number of reasons . The love of play ...
Frank M. Flanagan. Work , play and control Quintilian's attitude to play is very positive . He considers that a balance between play and work is essential to the well - being of the learner for a number of reasons . The love of play ...
Page 124
... play as the pre - eminent activity of early childhood and the ' highest level ' of child development . In play children spontaneously express the inner thoughts and feelings that they can express in no other way since they do not ...
... play as the pre - eminent activity of early childhood and the ' highest level ' of child development . In play children spontaneously express the inner thoughts and feelings that they can express in no other way since they do not ...
Page 129
... play of the infant and child so that she would learn fundamental lessons about reality . They were , probably , the world's first structured educational equipment . The sphere , for instance , was not just an object of play through ...
... play of the infant and child so that she would learn fundamental lessons about reality . They were , probably , the world's first structured educational equipment . The sphere , for instance , was not just an object of play through ...
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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