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 2
... young , and undertook the practical task of combating ignorance . The chapters of this book provide an introduction to some of these pioneers of Western educational thought and practice , their ideas and , where appropriate , their ...
... young , and undertook the practical task of combating ignorance . The chapters of this book provide an introduction to some of these pioneers of Western educational thought and practice , their ideas and , where appropriate , their ...
Page 3
... young . What this means in individual cases cannot differ too much , or too radically . There are children and young people who are becoming adults , and there is a culture to be transmitted ; for whatever else it may do , education ...
... young . What this means in individual cases cannot differ too much , or too radically . There are children and young people who are becoming adults , and there is a culture to be transmitted ; for whatever else it may do , education ...
Page 5
... young men of wealth and family in preparation for their role in public life . These young men , the sons of the upper classes of Peloponnesian society , were expected to fulfil their civic duties as legislators , jurists , advocates ...
... young men of wealth and family in preparation for their role in public life . These young men , the sons of the upper classes of Peloponnesian society , were expected to fulfil their civic duties as legislators , jurists , advocates ...
Page 6
... young men for public service . In a free society only able orators would be able to mould and change opinion and policy by enter- taining , informing and persuading their listeners . It is not too fanciful to assert that the Sophists ...
... young men for public service . In a free society only able orators would be able to mould and change opinion and policy by enter- taining , informing and persuading their listeners . It is not too fanciful to assert that the Sophists ...
Page 9
... young children , which would influence thinking about education and redirect practice over the next three centuries . It is important to remember that Rousseau was not operating in a vacuum . The process of establishing religious and ...
... young children , which would influence thinking about education and redirect practice over the next three centuries . It is important to remember that Rousseau was not operating in a vacuum . The process of establishing religious and ...
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