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 67
... things . The eternal truths are present to contemplation by the eye of the mind just as physical things are accessible to the senses of the body . So there are two kinds of things that people must know : things that relate to physical ...
... things . The eternal truths are present to contemplation by the eye of the mind just as physical things are accessible to the senses of the body . So there are two kinds of things that people must know : things that relate to physical ...
Page 81
... things that are brought before it'.23 So he anticipates classical empiricism which is characterized by developing universal concepts from repeated sensory experience of various particular things in the material world . Classrooms 22 ...
... things that are brought before it'.23 So he anticipates classical empiricism which is characterized by developing universal concepts from repeated sensory experience of various particular things in the material world . Classrooms 22 ...
Page 100
... things . While we can , to some extent , direct her play with the blocks , we cannot change the nature of the blocks : things are what they are and she must learn to accom- modate to them . Each side of each block has a picture , number ...
... things . While we can , to some extent , direct her play with the blocks , we cannot change the nature of the blocks : things are what they are and she must learn to accom- modate to them . Each side of each block has a picture , number ...
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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