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
Page 1
... social , cultural and economic power of learning and teaching . The evolution of educational thought and practice which is an integral part of this story , and itself part of the reason for the story itself , did not happen by accident ...
... social , cultural and economic power of learning and teaching . The evolution of educational thought and practice which is an integral part of this story , and itself part of the reason for the story itself , did not happen by accident ...
Page 3
... social individuals who can respond in non - egotistical modes such as duty , loyalty and compassion for the good of the collective . In short , the demands of social life must be given priority over personal gratification if any society ...
... social individuals who can respond in non - egotistical modes such as duty , loyalty and compassion for the good of the collective . In short , the demands of social life must be given priority over personal gratification if any society ...
Page 7
... social or political order ? Second , to what extent does each promote a par- ticular technical solution to perceived social , human or economic problems ? Last , to what extent does each promote the freedom of choice of the individual ...
... social or political order ? Second , to what extent does each promote a par- ticular technical solution to perceived social , human or economic problems ? Last , to what extent does each promote the freedom of choice of the individual ...
Page 9
... social , economic or political status , is entitled to , that is must have , an appropriate education . Comenius ' influence , for whatever historical reasons , was not immediate . We find John Locke , the prophet of political free- dom ...
... social , economic or political status , is entitled to , that is must have , an appropriate education . Comenius ' influence , for whatever historical reasons , was not immediate . We find John Locke , the prophet of political free- dom ...
Page 11
... social and cultural preoccupations and predisposi- tions of conventional education systems . By the second half of the twentieth century , in their view , education systems promoted or underwritten by the state had themselves become ...
... social and cultural preoccupations and predisposi- tions of conventional education systems . By the second half of the twentieth century , in their view , education systems promoted or underwritten by the state had themselves become ...
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