A short history of educational ideas:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Univ. Tutorial Press
1977
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 685 S. Ill. |
| ISBN: | 072310767X |
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| 245 | 1 | 0 | |a A short history of educational ideas |c by S. J. Curtis and M. E. A. Boultwood |
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Datensatz im Suchindex
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| adam_text | Titel: A short history of educational ideas
Autor: Curtis, Stanley James
Jahr: 1977
CONTENTS
PAOB
Chapter I. Greek Ideas about Education—Plato .. 1
Introductory—dialogue form—the myth. The Republic. (What
is justice?—origin and development of the community—classes
within the community—education as redirection of the soul—elemen¬
tary training of the guardians in music and gymnastic—secondary
education of the guardians—the communistic state—the doctrine of
the Forms—dialectic—the Form of the Good.) The Laws. (Infant
education—primary education in music and gymnastic—the State
and education—the two forms of secondary education.)
Chapter II. Aristotle and Education 30
Similarities and differences between the thought of Plato and
Aristotle—the latter s dynamic view of nature—form, matter,
actuality, and potentiality—ethics as a practical science—the ideal
life for man—moral and intellectual virtue—character and its training
—the doctrine of the Mean—education for leisure—the educational
system of the Politics—function of catharsis-.
Chapter III. Roman Education—Quintilian .. 47
Characteristics of Roman education—the impact of Greek litera¬
ture and philosophy—developments during the later Republic and
the Empire—interest of the State in education—elementary education
under the Empire—the grammar school—the school of rhetoric—
Quintilian s ideas about early education—the choice between the
school and private tuition—emulation—punishment—the content
and value of the course in grammar—overcrowding of the curriculum
—the ideal teacher of rhetoric.
Chapter IV. St Augustine (354-430) 66
Augustine s early training—his three conversions—attitude of the.
early Christians towards pagan literature and philosophy— spoiling
the Egyptians —the De Magistro and the origin of ideas—the func¬
tion of language in education—the meaning of Divine Illumination—
Augustine s doctrine of sense perception—the Liberal Arts
(Martianus Capella—Trivium and Quadrivium—Boethius and
Cassiodorus—Isidore of Seville and the Seven Liberal Arts).
Chapter V. The Scholastic Method—St Thomas Aquinas 93
Distinction between Scholasticism as a type of philosophic thought
and as a method of instruction—the university curriculum of the
thirteenth century—the introduction of the Aristotelian works to
Western Europe—the effect upon the curriculum of the university.
Origins of the Scholastic method—Sic et Non of Abelard—the
Sentences of Peter the Lombard—the Summae of later Scholastic
thinkers—methods of teaching in the mediaeval universities—the
technique of the lectio and the disputatio illustrated from the writings
of St Thomas Aquinas.
vii
viii CONTENTS
PAOB
Chapter VI. The Humanists of the Renaissance .. 112
Dawn of Renaissance—Vittorino and Italian teachers—Colet and
the search for truth—Erasmus and the teaching of Latin as a universal
language—Vives ideas on science in education—Sturm and the cult
of style. French Renaissance writers—Rabelais and Montaigne.
Humanism in England (Elyot, Ascham, and Mulcaster).
Chapter VII. Jesuit Education—The Little Schools of
Port-Royal—La Salle .. .. .. .. .. 148
St Ignatius Loyola and the formation of the Society of Jesus—the
Ratio Studiorum—chief characteristics of Jesuit education—Jesuit
education in modern times. The Oratorians—The Little Schools of
Port-Royal—Jansenism—La Salle and the Brethren of the Christian
Schools.
Chapter VIII. Comenius 171
Early Realist pioneers (Ratke and Alsted)—the life of Comenius as
an educator—the teaching of Latin (Janua Linguarum)—the definition
of didactic method—the campaign for education for all —the
collection and dissemination of knowledge for the improvement and
regeneration of mankind. The philosophy of Comenius—disciple-
ship of Bacon—Pansophia (ViaLucis)— universal books, universal
schools, a universal college, and a universal language . The
pedagogy of Comenius—basic principles of the Didactica Magna—
the four stages of education, the use of the vernacular—the use of the
environment—classroom methods and equipment—moral education
—the task of the intellectual elite. Comenius as Locke s precursor
(School of Infancy).
Chapter IX. The Comenian Age in England .. .. 207
Pre-Comenian educators—Bacon and the quest for scientific truth
—Brinsley and the improvement of learning in grammar schools—
Farnaby and Wotton—forerunners of Comenian textbooks. Propa¬
ganda of Hartlib—his schemes for educational reform—Milton s
Tractate—John Dury—Comenian ideas in England (Hoole, Makin,
Martindale). Work of Franke and the Pietists in Germany.
Chapter X. John Locke (1632-1704) 223
Early aversion to schools, discipline and disputation—non-
scholastic career—his philosophy (tabula rasa—use of term idea )
—the place of the exercise of reason in higher education (Of the
Conduct of the Understanding)—educational principles in Some
Thoughts on Education (physical, moral, intellectual)—other essays.
Trends in English education at end of seventeenth century.
Chapter XI. Rousseau 262
Development of Rousseau s views and attitude towards life as
shown by the Confessions—characteristics of the Enlightenment—
Condillac, Helvetius, Voltaire and the Encyclopaedists—Rousseau s
views about State education—his use of the term Nature. TheEmile.
[Study the child—rejection of original sin—stages of development—
education of the infant, the pre-adolescent, the adolescent—educa¬
tion of women (Sophie)]. Immediate influence of Rousseau s
teaching, e.g. Basedow and the Philanthropinum, Campe, Salzmann
von Rochow, Necker de Saussure.
CONTENTS
ix
Chapter XII. Immanuel Kant and William Wordsworth 290
Kant—the nature and aims of education—value of experiment in
educational method—physical and practical education—moral and
religious training. Wordsworth—factors contributing to his
philosophy of education—Is he Naturalist or Mystic?—attitude
towards contemporary education—illustrations of his views from the
Prelude, the Excursion, etc.—Nature mysticism.
Chapter XIII. Pestalozzi 316
Pestalozzi s precursors, Manson (play-school) and Oberlin (infant
schools)—common factors in basic educational aims. Early
development of Pestalozzi s ideas—parenthood and the Neuhof farm-
school venture—the latent years {Leonard and Gertrude)—the Stanz
experiment in communal living—Burgdorf and the success of
primary school activity methods . Yverdun—its fame and its
problems—the survival of the family ideal—Neuhof and Swan s
Song. Pestalozzi s educational practice—his belief in social
regeneration through education—his theory of ideas {Anschauung).
Pestalozzianism in England and America.
Chapter XIV. Herbart, Froebel, and Rosmini .. .. 352
Influence of Fichte and Hegel—career of Herbart as teacher and
philosopher—his philosophy and psychology—his pedagogy—the
Herbartian teacher—spread of Herbartianism in England and
America. Froebel as scientist and teacher—extension of the Froe-
belian movement in England and America—Ffoebel s philosophy—
the plant analogy—Froebel s pedagogy {Darstellung—Froebelian
gifts). Weaknesses of Herbartians and Froebelians. Aporti—
Rosmini—educational method and child development—intuition of
Being.
Chapter XV. English Educational Writers of the
Nineteenth Century (I) .. 391
Characteristics of English educationalthpught—the Edgeworths—
{Practical and Professional Education)—-Mis Barbauld. Bentham
(Utility principle^Panopticon and Ghrestomathia). James Mill
(Associationist psychology—views on education). J. S. Mill
{Autobiography—attitude towards State control of education—the
Rectorial Address at St Andrews). Spencer—what knowledge is of
most worth ?—maxims of educational methods-punishment through
natural consequences—physical education.
Chapter XVI. English Educational Writers of the
Nineteenth Century (2) .. .. .. .. .. 425
Mid-century views about the curriculum—Classical Humanism—
Newman s Idea of a University and his interpretation of a Liberal
education—function of a university—the Church and a Liberal
education. Ruskin as an educational prophet. Essay on a Liberal
Education (Farrar). Lowe and the secondary curriculum. T. H.
Huxley—vl Liberal Education and Where to Find it. Matthew
Arnold— Organise ypur secondary education —the meahihg of
Culture—Barbarians, Philistines, and Populace.
X CONTENTS
PAOE
Chapter XVII. John Dewey (1859-1952) 463
Historical and social influences in development of Dewey as
philosopher, psychologist, and educator—his version of Pragmatism
—his psychology (function of interest)—pedagogical principles—
education through activity in group and community—the heritage
of the past—the problem method—the resolution of dualisms-
moral education. Other American experiments, e.g. Kilpatrick s
project method. Critics of Deweyism.
Chapter XVIII. Montessori and some Contemporaries 496
Pioneers in Child-centred Education—Montessori, her ideals and
methods—Tolstoy s experiment—the cults of Sloyd, and Eurhyth¬
mies—Rudolf Steiner—Late Victorian developments in British
educational method and psychology. Margaret McMillan and
education through imagination—Homer Lane s ideas of freedom—
Badley of Bedales. The new education—experiments and ideas—
Bertrand Russell.
Chapter XIX. Theory, Philosophy and Education 1900-
1950 (I) 523
Contributions to education by Existentialist thinkers—Kierke¬
gaard, Martin Buber, Gabriel Marcel, and Berdyaev—an outline
of some ideas of A. J. Ayer—some criticisms of Logical Positivism—
a brief outline of the philosophy of Karl Marx—education in the
U.S.S.R.
Chapter XX. Theory, Philosophy and Education 1900-
1950 (II) 554
Contributions to education by Existentialist thinkers—Kierke¬
gaard, Martin Buber, Gabriel Marcel, and Berdyaev—an outline
of some ideas of A. J. Ayer—some criticisms of Logical Positivism—
a brief outline of the philosophy of Karl Marx—education in the
U.S.S.R.
Chapter XXI. Eminent American Educators .. .. 577
Early architects of American education. Free public education
after the Civil War—influence of European philosophy and pedagogy.
New American philosophy and psychology— progressive educa¬
tion . Pragmatism—Kilpatrick and the Innovators. The Essentialist
opposition. Revival of liberal education —Hutchins. Mid-
century views on education for survival—Brameld, Ulich, Conant.
Chapter XXII. After Sputnik—Trends in Western
Thought on Education . .. .. .. .. .. 627
The pursuit of educational standards in U.S.A.—Bloom s Tax¬
onomy—programmed learning—accountability. Educational change
in Britain—comprehensive education—the Reports—the Snow-
Leavis controvery—the Black Papers. Curriculum projects and
curriculum controversies. The philosophy and practice of A. S. Neill.
Piaget s contribution to education. Illich and alternative education.
Index 675
|
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| spelling | Curtis, Stanley James Verfasser aut A short history of educational ideas by S. J. Curtis and M. E. A. Boultwood 5. ed. London Univ. Tutorial Press 1977 X, 685 S. Ill. txt rdacontent n rdamedia nc rdacarrier Geschichte 400 v. Chr.-1980 gnd rswk-swf Erziehung Geschichte Philosophie Education History Education Philosophy Pädagogik (DE-588)4044302-4 gnd rswk-swf Pädagogik (DE-588)4044302-4 s Geschichte 400 v. Chr.-1980 z DE-604 Boultwood, Myrtle E. A. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003158005&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | A short history of educational ideas |
| title_auth | A short history of educational ideas |
| title_exact_search | A short history of educational ideas |
| title_full | A short history of educational ideas by S. J. Curtis and M. E. A. Boultwood |
| title_fullStr | A short history of educational ideas by S. J. Curtis and M. E. A. Boultwood |
| title_full_unstemmed | A short history of educational ideas by S. J. Curtis and M. E. A. Boultwood |
| title_short | A short history of educational ideas |
| title_sort | a short history of educational ideas |
| topic | Erziehung Geschichte Philosophie Education History Education Philosophy Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | Erziehung Geschichte Philosophie Education History Education Philosophy Pädagogik |
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