The Greatest Educators EverA&C Black, 2005 M11 10 - 244 pages The Greatest Educators Ever brings together theories from the most influential and interesting educators of all time to provide a fascinating overview of the development of educational thought through the ages. The book explores philosophers such as Plato and Jesus, highlighting their influence of their teachings on early education. It then moves on to discuss pioneers of the modern education system, including Froebel, Freire, Rousseau, Newman and Montessori, and examines their ethos and mission in detail. Frank Flanagan writes engagingly and accessibly, considering each educator's unique contribution and placing it in a historical and intellectual context. A captivating read for educators and students alike. |
From inside the book
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Page 1
... the children of their communities and neighbours , studying , teaching , establish- ing and running schools , striving to improve the common lot of their communities through the advancement of learning . As Oliver Introduction.
... the children of their communities and neighbours , studying , teaching , establish- ing and running schools , striving to improve the common lot of their communities through the advancement of learning . As Oliver Introduction.
Page 4
... establish an alternative school as A.S. Neill did or an alternative system of education as Maria Montessori . In general ... established ( according to Plato's principles ) then every effort would be made to ensure that it did not change ...
... establish an alternative school as A.S. Neill did or an alternative system of education as Maria Montessori . In general ... established ( according to Plato's principles ) then every effort would be made to ensure that it did not change ...
Page 7
... established , conventional beliefs defended and promoted by those who held power in society and which constituted the core of education . These three traditions can be found , to varying degrees , not only in most educational ...
... established , conventional beliefs defended and promoted by those who held power in society and which constituted the core of education . These three traditions can be found , to varying degrees , not only in most educational ...
Page 9
... establishing religious and secular educational systems throughout Europe had already begun and the educational struggle in the next two or three centuries would be between the demands of educational systems for social conformity and ...
... establishing religious and secular educational systems throughout Europe had already begun and the educational struggle in the next two or three centuries would be between the demands of educational systems for social conformity and ...
Page 20
... established certain- ties then we must go forward tentatively , cooperatively and in full awareness of our own fallibility . Socrates ' conversations on the teachability of virtue , in par- ticular , tended to be inconclusive . Perhaps ...
... established certain- ties then we must go forward tentatively , cooperatively and in full awareness of our own fallibility . Socrates ' conversations on the teachability of virtue , in par- ticular , tended to be inconclusive . Perhaps ...
Contents
1 | |
13 | |
Education for the State | 22 |
Education for Leisure | 33 |
Education for the Common Man | 44 |
The Education of the Orator | 54 |
Education for the Inner Life | 65 |
Education as a Human Right | 75 |
University Education | 130 |
Education for the Future | 141 |
Education for Personal Competence | 152 |
Education for Relationship | 163 |
Education for the Liberation of the Psyche | 174 |
Education for Freedom | 184 |
Education Without Schooling | 195 |
Conclusion | 207 |
Education for the English Gentleman | 86 |
The Education of Nature | 97 |
The Education of the People | 108 |
The Garden of Education | 119 |
Notes | 213 |
Further Reading | 227 |
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Common terms and phrases
activity adult approach to child-rearing Aristotle Augustine become belief Benjamin Jowett 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 Hugh Tredennick human ideas Illich individual influence Institutio Oratoria instruction intellectual Jean-Jacques Rousseau Jesus John Amos Comenius John Dewey John Locke knowledge learner learning living Locke Locke's Maria Montessori matter means mind Montessori Method moral nature Neill object Oppressed orator Pedagogy 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 universal education virtue word writing young