A Cultural History of Education: Reassessing Our Educational TraditionsMcGraw-Hill, 1947 - 726 Seiten |
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Seite 89
... class was the growth not only of large estates but also of the business and merchant classes . Businessmen grew rich by obtaining government contracts for providing war supplies and for making ships , roads , and the weapons of war ...
... class was the growth not only of large estates but also of the business and merchant classes . Businessmen grew rich by obtaining government contracts for providing war supplies and for making ships , roads , and the weapons of war ...
Seite 257
... class structure of society was deeply ingrained in all the countries of Europe . The principal change contemplated was that some opportunity for education should be given to the lower classes as well as to the upper classes , but the two ...
... class structure of society was deeply ingrained in all the countries of Europe . The principal change contemplated was that some opportunity for education should be given to the lower classes as well as to the upper classes , but the two ...
Seite 285
... classes appeared in New England , somewhat parallel to the classes of old England . These were the aristocratic upper classes ( clergy , magistrates , landed gentry , and merchants ) , the free classes ( skilled artisans and freehold ...
... classes appeared in New England , somewhat parallel to the classes of old England . These were the aristocratic upper classes ( clergy , magistrates , landed gentry , and merchants ) , the free classes ( skilled artisans and freehold ...
Inhalt
Preface V | 1 |
EUROPEAN ORIGINS OF OUR EDUCATIONAL TRADITIONS | 7 |
Primitive and Ancient Times | 9 |
Urheberrecht | |
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Häufige Begriffe und Wortgruppen
achieved activities aims American aristocratic Aristotle Athens authority became began Calvinist Catholic century B.C. Christian church cities civil classes classical colleges colonies common conception culture curriculum democracy democratic doctrines early economic educa efforts eighteenth century elementary school emperor emphasis Empire England English established Europe faculty psychology fascism federal France French gained German Greek groups Hellenistic Humanists ideal ideas important individual industrial institutions instruction intellectual interest Italy kings knowledge labor land language Latin learning liberal arts literature mathematics medieval ment methods Middle Ages modern moral nineteenth century organized philosophy physical Plato political practical principal public schools Quintilian Reformation religion religious Renaissance rhetoric Roman Rome Russia scholars Scholasticism scientific Second World War secondary education secondary schools secular social society Sparta spirit teachers teaching theory tion took traditional United universities University of Paris vernacular York