The Evolution of Educational Thought: Lectures on the formation and development of secondary education in FranceRoutledge, 5 nov 2013 - 388 pagina's First Published in 2005. Emile Durkheim's writing on education is well-known and widely recognized to be of great significance. In these lectures - given for the first time in 1902 to meet an urgent contemporary need - Durkheim presents a 'vast and bold fresco' of educational development in Europe. He covers nearly eight hundred years of history. The book culminates in two long chapters of positive recommendations for modern curriculum, which should be of special interest and value to those concerned with education policy, in whatever capacity. |
Inhoudsopgave
| 3 | |
| 15 | |
The Carolingian Renaissance I | 27 |
The origins of the universities | 63 |
The birth of the University | 75 |
The meaning of the word universitas | 88 |
The arts faculty | 101 |
The colleges concluded | 113 |
The Renaissance II | 189 |
Educational theory in the sixteenth century | 202 |
The educational thought of the Renaissance | 215 |
The Jesuits I | 227 |
The Jesuits II | 240 |
The Jesuits system and that of the University | 252 |
Conclusion on classical education | 265 |
The educational theory of the Realists | 278 |
Teaching at the arts faculty | 125 |
The teaching of dialectic in the universities | 137 |
Dialectic and debate | 149 |
Conclusions regarding the University | 161 |
part | 175 |
The Renaissance I | 177 |
Overige edities - Alles bekijken
The Evolution of Educational Thought: Lectures on the formation ..., Volume 2 Emile Durkheim Gedeeltelijke weergave - 2013 |
The Evolution of Educational Thought: Lectures on the Formation and ... Émile Durkheim Fragmentweergave - 1977 |
The Evolution of Educational Thought: Lectures on the Formation and ... Emile Durkheim Geen voorbeeld beschikbaar - 2009 |
Veelvoorkomende woorden en zinsdelen
able academic according already appear arts authority aware became become beginning century Christian Church civilisation classes classical colleges completely conception concerned consequently consisted constituted course debate dialectic direction discipline educational theory effect entirely essential established exclusively exercises existence explain expression fact faculty follow forces French function give given grammar hand human ideal ideas important individual influence institution intellectual interest Jesuits kind knowledge language Latin learning least less literature living logic matter means method Middle Ages mind moral nature necessary never object organisation origins particular period played possible practice present principle pupils question Rabelais reality reason regarded remained Renaissance result schools sciences secondary seen sense social society sort taught teachers teaching things thinking thought tion took true understand University whole