A Cultural History of Western Education: Its Social and Intellectual FoundationsMcGraw-Hill, 1955 - 645 páginas |
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Página 236
... learning of Ciceronian Humanism , and the " fantastic " learning of superstition and witchcraft on the basis that all these neg- lected the study of nature and depended upon mere speculation or au- thority . Instead , education should ...
... learning of Ciceronian Humanism , and the " fantastic " learning of superstition and witchcraft on the basis that all these neg- lected the study of nature and depended upon mere speculation or au- thority . Instead , education should ...
Página 391
... Learning and Intelligence The dominating theories of knowledge and the learning process were approached , as in the past , from two major points of view , the rational and the empirical . The rationalistic views were sympathetic to the ...
... Learning and Intelligence The dominating theories of knowledge and the learning process were approached , as in the past , from two major points of view , the rational and the empirical . The rationalistic views were sympathetic to the ...
Página 560
... learning , and individual differences . By his insistence that learning is highly specific , Thorndike made a frontal attack upon the doctrines of mental discipline , which had long held that certain studies are uniquely valuable for ...
... learning , and individual differences . By his insistence that learning is highly specific , Thorndike made a frontal attack upon the doctrines of mental discipline , which had long held that certain studies are uniquely valuable for ...
Conteúdo
PREFACE | 1 |
SOCIAL FOUNDATIONS OF GREEK EDUCATION | 29 |
INTELLECTUAL FOUNDATIONS OF GREEK EDUCATION | 45 |
Direitos autorais | |
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academies achieved activities aims aristocratic Aristotle authority became began Calvinist Catholic century B.C. Christian church Church of England civil classes classical colleges colonies Columbia University common conception culture curriculum democracy democratic discipline doctrines early economic educa efforts eighteenth century elementary school emphasis England English established Europe faculty faculty psychology federal France freedom French gained German Greek groups high school higher education human nature Humanistic ideal ideas important individual industrial institutions instruction intellectual interests Italy knowledge labor language Latin learning liberal arts mathematics methods middle modern moral nineteenth century organized outlook philosophy physical Plato political practical principles public schools Puritan Quintilian reform religion religious Roman Russia school system scientific Second World War secondary education secondary schools secular separation of church social society subjects teachers teaching theory tion traditional twentieth century universities York youth