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 5
... traditional gods , a growing mistrust of absolute answers and a consequent erosion of moral values had driven philosophers to question certainties which hitherto had been buttressed by belief in divine authority . The philosophers ...
... traditional gods , a growing mistrust of absolute answers and a consequent erosion of moral values had driven philosophers to question certainties which hitherto had been buttressed by belief in divine authority . The philosophers ...
Page 15
... traditional certainties and belief in the moral authority of traditional beliefs declined , Socrates made it his life's work , his vocation , to pursue the truth irrespective of where the search might lead , for the truth was the only ...
... traditional certainties and belief in the moral authority of traditional beliefs declined , Socrates made it his life's work , his vocation , to pursue the truth irrespective of where the search might lead , for the truth was the only ...
Page 145
... traditional rote learning and symbol interpreta- tion . What Dewey means by this is the way in which the traditional subject - centred education system fragments knowledge . It ' sub- divides each topic into studies ; each study into ...
... traditional rote learning and symbol interpreta- tion . What Dewey means by this is the way in which the traditional subject - centred education system fragments knowledge . It ' sub- divides each topic into studies ; each study into ...
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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