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. |
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Page 5
... intellectual uncertainty . A decline of faith in the 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 ...
... intellectual uncertainty . A decline of faith in the 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 ...
Page 13
... intellectual descendants of Socrates , for each asks awkward questions of , and poses significant challenges to , the prevailing order while at the same time trying to conserve it , if only by improving it . Socrates is also revered by ...
... intellectual descendants of Socrates , for each asks awkward questions of , and poses significant challenges to , the prevailing order while at the same time trying to conserve it , if only by improving it . Socrates is also revered by ...
Page 17
... of the sixth to the fifteenth centuries AD . The role of rationality and dialectic remained , perhaps , as an aspiration of disaffected intellectuals rather than as a central principle of Socrates and the Search for Definition 17.
... of the sixth to the fifteenth centuries AD . The role of rationality and dialectic remained , perhaps , as an aspiration of disaffected intellectuals rather than as a central principle of Socrates and the Search for Definition 17.
Page 18
Frank M. Flanagan. of disaffected intellectuals rather than as a central principle of thought or education . It was not until the Renaissance of the sixteenth century that a sustained effort was made to reintroduce a secular rationality ...
Frank M. Flanagan. of disaffected intellectuals rather than as a central principle of thought or education . It was not until the Renaissance of the sixteenth century that a sustained effort was made to reintroduce a secular rationality ...
Page 26
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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