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 86
Page 1
... teaching expertise . It is a far cry too from the situation which prevailed universally at the dawn of modern Western civilization in the city states of Greece in the fifth century BC . Then , as now in underdeveloped states , education ...
... teaching expertise . It is a far cry too from the situation which prevailed universally at the dawn of modern Western civilization in the city states of Greece in the fifth century BC . Then , as now in underdeveloped states , education ...
Page 2
... teachers and thinkers included here are among the most eminent causes of the growth and development of education and ... teaching of the individual involved , a base camp , so to speak , from which further exploration can proceed ...
... teachers and thinkers included here are among the most eminent causes of the growth and development of education and ... teaching of the individual involved , a base camp , so to speak , from which further exploration can proceed ...
Page 4
... teacher's central task . Teachers are not allowed to teach their own idiosyncratic convictions . Where , from time to time , individual teachers them- selves are less than fully committed to the orthodox beliefs and values which they ...
... teacher's central task . Teachers are not allowed to teach their own idiosyncratic convictions . Where , from time to time , individual teachers them- selves are less than fully committed to the orthodox beliefs and values which they ...
Page 7
... teachers and thinkers The first three thinkers are located in a century - long period between the fifth and fourth ... teaching is divinely inspired , committed to truth and yet somehow subordinate to the civic order . Then comes Plato ...
... teachers and thinkers The first three thinkers are located in a century - long period between the fifth and fourth ... teaching is divinely inspired , committed to truth and yet somehow subordinate to the civic order . Then comes Plato ...
Page 10
... teaching which would allow for the education of the masses in conformity with Rousseauist principles , without ... teacher in the role of the attentive gardener . The educational philosophy of John Henry Newman returns to many of the ...
... teaching which would allow for the education of the masses in conformity with Rousseauist principles , without ... teacher in the role of the attentive gardener . The educational philosophy of John Henry Newman returns to many of the ...
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