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
Results 1-5 of 40
Page 1
... learners with specific difficulties , are integral features of the cultural landscape . This is a far cry from the situation in many underdeveloped nations where educational access is restricted , often available only to the children of ...
... learners with specific difficulties , are integral features of the cultural landscape . This is a far cry from the situation in many underdeveloped nations where educational access is restricted , often available only to the children of ...
Page 8
... learner . Until now the priority had been the education of the late adolescent or the adult . St. Augustine redirects attention from the objective of education to the method , and to the importance of epistemology - how knowledge is ...
... learner . Until now the priority had been the education of the late adolescent or the adult . St. Augustine redirects attention from the objective of education to the method , and to the importance of epistemology - how knowledge is ...
Page 12
... learner and in terms of civic or political liberty . This is especially pointed in the years leading up to and immediately following the decades of the great revolutions of the eighteenth century which marked the beginnings of ...
... learner and in terms of civic or political liberty . This is especially pointed in the years leading up to and immediately following the decades of the great revolutions of the eighteenth century which marked the beginnings of ...
Page 16
... Learners have their own knowledge : it may not be the knowledge which the teacher wishes to impart to the learner but it is no less important for all that : it is a poor teacher who will refuse to see the learner's truth . The second ...
... Learners have their own knowledge : it may not be the knowledge which the teacher wishes to impart to the learner but it is no less important for all that : it is a poor teacher who will refuse to see the learner's truth . The second ...
Page 17
... learner's claim to knowledge is mistaken it does not follow that the teacher is the possessor of the relevant knowledge . Teachers must be continuously open to opportunities to learn and always prepared to acknow- ledge their own ...
... learner's claim to knowledge is mistaken it does not follow that the teacher is the possessor of the relevant knowledge . Teachers must be continuously open to opportunities to learn and always prepared to acknow- ledge their own ...
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