A History of Education: Thought and Practice |
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Strana 32
Education was to have an important place in the ideal society described in The
Republic . But before we consider the Platonic theory of education , we should
briefly note some salient aspects of his philosophy . The Individual . According to
...
Education was to have an important place in the ideal society described in The
Republic . But before we consider the Platonic theory of education , we should
briefly note some salient aspects of his philosophy . The Individual . According to
...
Strana 35
Although he agreed with his master on a great many issues , he also differed in
some important respects . Plato could be called the more mystical , Aristotle the
more scientific of the two . Aristotle systematically classified all branches of
existing ...
Although he agreed with his master on a great many issues , he also differed in
some important respects . Plato could be called the more mystical , Aristotle the
more scientific of the two . Aristotle systematically classified all branches of
existing ...
Strana 112
Of foremost importance was the Bible , since it was a " sin and a shame ” not to
be familiar with the Book . In the higher schools , the Liberal Arts and Latin ,
Greek and Hebrew were also necessary as paths to culture and thus a
requirement if ...
Of foremost importance was the Bible , since it was a " sin and a shame ” not to
be familiar with the Book . In the higher schools , the Liberal Arts and Latin ,
Greek and Hebrew were also necessary as paths to culture and thus a
requirement if ...
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Obsah
Education and Civilization | 10 |
Greek Education and the First Great Theorists | 21 |
Roman Extensions of Greek Ideas | 41 |
Autorské práva | |
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Časté výrazy a frázy
achieved activities American appeared arts attempt attendance authority became become began boys Canada Canadian Catholic century child Christian Church civilization classes classics College concerned considered continued countries courses culture curriculum early effect efforts elementary England English established Europe example existing experience followed foreign formal France French given grammar Greek groups higher human ideas important increasing individual influence institutions instruction intellectual interest Italy knowledge language later Latin learning living methods nature organization period philosophy political practical problems programmes Protestant provinces reading recommended reform religion religious responsibility result Roman schools secondary social society subjects taught teachers teaching technical thought throughout tion traditional twentieth United University writing young