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 3
... necessary discipline and self - control , transforming the utterly self - regarding infant into the socially ... necessary principles and values to the young . It must , in Durkheim's words , ' see to it that nowhere are children left ...
... necessary discipline and self - control , transforming the utterly self - regarding infant into the socially ... necessary principles and values to the young . It must , in Durkheim's words , ' see to it that nowhere are children left ...
Page 4
... necessary creativity ( that is to say , rebelliousness , un- conventionality ) to provide for change . This gives education two contradictory aims : the protection of the status quo and the promo- tion of individual creativity . But ...
... necessary creativity ( that is to say , rebelliousness , un- conventionality ) to provide for change . This gives education two contradictory aims : the protection of the status quo and the promo- tion of individual creativity . But ...
Page 5
... necessary for success in the world of practical affairs . Individual Sophists , such as Protagoras and Gorgias , travelled from town to town instructing young men of wealth and family in preparation for their role in public life . These ...
... necessary for success in the world of practical affairs . Individual Sophists , such as Protagoras and Gorgias , travelled from town to town instructing young men of wealth and family in preparation for their role in public life . These ...
Page 10
... necessary prerequisite for conventional , curriculum - centred education he introduced into educational dis- course two of the most influential ideas of the past 200 years : the idea of the kindergarten with all its ramifications , and ...
... necessary prerequisite for conventional , curriculum - centred education he introduced into educational dis- course two of the most influential ideas of the past 200 years : the idea of the kindergarten with all its ramifications , and ...
Page 18
... pur- pose was highly practical , not speculative . He differed from the Sophists in this . They regarded technique as all that was necessary for the achievement of virtue . Socrates realized that virtue 18 The Greatest Educators Ever.
... pur- pose was highly practical , not speculative . He differed from the Sophists in this . They regarded technique as all that was necessary for the achievement of virtue . Socrates realized that virtue 18 The Greatest Educators Ever.
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