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 29
Page 6
... truth or virtue : the Sophists taught the skills , it was a matter for the individual to decide how to use them , whether for good or ill . In other words , what the Sophists promised was a strictly utilitarian technical education ...
... truth or virtue : the Sophists taught the skills , it was a matter for the individual to decide how to use them , whether for good or ill . In other words , what the Sophists promised was a strictly utilitarian technical education ...
Page 7
... truth and happiness . Many of the great educational controversies of the past can be understood as conflicts between alternative visions based on the ascendancy of one or other of these three components . All educational systems or ...
... truth and happiness . Many of the great educational controversies of the past can be understood as conflicts between alternative visions based on the ascendancy of one or other of these three components . All educational systems or ...
Page 9
... truth of Scripture then each and every individual , irrespective of social , economic or political status , is entitled to , that is must have , an appropriate education . Comenius ' influence , for whatever historical reasons , was not ...
... truth of Scripture then each and every individual , irrespective of social , economic or political status , is entitled to , that is must have , an appropriate education . Comenius ' influence , for whatever historical reasons , was not ...
Page 10
... truth , Newman wanted the young prepared for whatever occupational demands society would make of them : education in the first instance is a preparation for life , not for earning a living . But , like Quintilian , Newman insisted that ...
... truth , Newman wanted the young prepared for whatever occupational demands society would make of them : education in the first instance is a preparation for life , not for earning a living . But , like Quintilian , Newman insisted that ...
Page 13
... truth combined with allegiance to the laws and the state . Socrates shows us how these apparently antagonistic , if not sometimes totally contradictory , loyalties can be reconciled . Insofar as they attempt to reconcile this dilemma ...
... truth combined with allegiance to the laws and the state . Socrates shows us how these apparently antagonistic , if not sometimes totally contradictory , loyalties can be reconciled . Insofar as they attempt to reconcile this dilemma ...
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