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
... learning and teaching . The evolution of educational thought and practice which is an integral part of this story , and itself part of the reason for the story itself , did not happen by accident . It happened because of the vision and ...
... learning and teaching . The evolution of educational thought and practice which is an integral part of this story , and itself part of the reason for the story itself , did not happen by accident . It happened because of the vision and ...
Page 2
... learning was in fault.1 Their motivation was not just love of learning , but much more , a love of humanity embodied in specific communities , specific children and specific historical circumstances . But not all of those responsible ...
... learning was in fault.1 Their motivation was not just love of learning , but much more , a love of humanity embodied in specific communities , specific children and specific historical circumstances . But not all of those responsible ...
Page 10
... Jewish philosopher Martin Buber warned that children are not just learning organisms operating out of a force for self - expression . Young human beings , as well as a predisposition for self - expression , 10 The Greatest Educators Ever.
... Jewish philosopher Martin Buber warned that children are not just learning organisms operating out of a force for self - expression . Young human beings , as well as a predisposition for self - expression , 10 The Greatest Educators Ever.
Page 12
... learning is much richer than any particular instance of educational theory or practice . Educational proposals , whether radical or conservative , always promote a political or ideological programme . Education , as Freire reminds us ...
... learning is much richer than any particular instance of educational theory or practice . Educational proposals , whether radical or conservative , always promote a political or ideological programme . Education , as Freire reminds us ...
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 ... learning is the realization of one's ignorance . The third insight identified a basic occupational hazard of ...
... Learners have their own knowledge : it may not be the knowledge which the teacher wishes to impart to the learner but it is ... learning is the realization of one's ignorance . The third insight identified a basic occupational hazard of ...
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