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
... values and beliefs . How this may happen and who will cause it to happen is a central issue for educational policy ... values to the young . It must , in Durkheim's words , ' see to it that nowhere are children left ignorant of ( the ...
... values and beliefs . How this may happen and who will cause it to happen is a central issue for educational policy ... values to the young . It must , in Durkheim's words , ' see to it that nowhere are children left ignorant of ( the ...
Page 4
... values of the pre- vailing order translates into a way of life and a personal projection of these beliefs and values ( their embodiment in the teacher's own behaviour ) that presents the child with a model of personal life and a vision ...
... values of the pre- vailing order translates into a way of life and a personal projection of these beliefs and values ( their embodiment in the teacher's own behaviour ) that presents the child with a model of personal life and a vision ...
Page 5
... values had driven philosophers to question certainties which hitherto had been buttressed by belief in divine ... values degenerated many of the Sophists argued that , since laws and moral codes were of human origin , they were therefore ...
... values had driven philosophers to question certainties which hitherto had been buttressed by belief in divine ... values degenerated many of the Sophists argued that , since laws and moral codes were of human origin , they were therefore ...
Page 6
... values and methods of the Sophists vigorously . He did not accept that the only alternative to divine intervention in human affairs was an arbitrary human standard , or that the principal method of public policy should be emotive ...
... values and methods of the Sophists vigorously . He did not accept that the only alternative to divine intervention in human affairs was an arbitrary human standard , or that the principal method of public policy should be emotive ...
Page 7
... values . They represent , as it were , the primary colours from which the vast variety of human cultures and political organizations can be formed . Each system presents a unique profile based on the way in which authority , technology ...
... values . They represent , as it were , the primary colours from which the vast variety of human cultures and political organizations can be formed . Each system presents a unique profile based on the way in which authority , technology ...
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