An Introduction to Herbart's Science and Practice of EducationD.C. Heath, 1895 - 193 páginas |
Outras edições - Ver tudo
An Introduction to Herbart's Science and Practice of Education Henry M. Felkin,Emmie Felkin,Johann Friedrich Herbart Visualização integral - 1895 |
An Introduction to Herbart's Science and Practice of Education Henry M. Felkin,Emmie Felkin Visualização integral - 1900 |
An Introduction to Herbart's Science and Practice of Education Henry M. Felkin,Emmie Felkin Visualização integral - 1900 |
Palavras e frases frequentes
according to Herbart action activity æsthetic apperceiving arising arouse become categorical imperative child circle of thought clear combined concentration centres concepts connection consciousness desire discipline dual theory Esthetic Revelation ethics existent experience expressed external feeling formal steps George Eliot Hence Herbart calls Herbart's words Herbartian human Ibid idea of benevolence idea of inner idea of perfection individual inner freedom instance intercourse interest intuitive judgments John Ruskin Julius Cæsar knowledge law of similarity Lehrbuch zur Psychologie lesson many-sided material of instruction means memory mental Middlemarch mind moral ideas nature numbers object observation pedagogy perception Pestalozzi practical presentations principle Prof psychical pupil racter relation relationships religion religious reproduced says Herbart Science of Education sensations sense impressions sequence Shylock soul suppressed sympathy take place teacher teaching term things tion Umriss pädagogischer Vorlesungen volition whole Ziller
Passagens conhecidas
Página 48 - It is a far, far better thing that I do than I have ever done; it is a far far better rest I go to, than I have ever known.
Página 48 - Let us be thankful that our sorrow lives in us as an indestructible force, only changing its form as forces do, and passing from pain into sympathy, the one poor word which includes all our best insight and our best love.
Página 123 - The education of the child must accord both in mode and arrangement with the education of mankind considered historically. In other words the genesis of knowledge in the individual must follow the
Página 68 - Do unto another what you would he should do unto you, and do not unto another what you would not should be done unto you. Thou only needest this law alone; it is the foundation and principle of all the rest.
Página 99 - ral, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over these enemies of my God, of my kingdoms, and of my
Página 99 - than any dishonour should grow by me, I myself will take up arms ; I myself will be your general, judge, and rewarder of every
Página 68 - one another's arms, The happier Eden, shall enjoy their fill Of bliss on bliss ; while I to hell am thrust, Where neither joy nor love
Página 98 - The cause of my party is the cause of God's kingdom." " I do not believe it," said Romola, her whole frame shaken with passionate repugnance. " God's kingdom is something wider, else let me stand outside it with the beings that I love.
Página 153 - God calls our loved ones, but we lose not wholly What He has given ; They live on earth in thought and deed, as truly As in His heaven.
Página 122 - in literature and history. Every pupil should accordingly pass successively through each of the chief epochs of the general mental development of mankind suitable to his stage of development. The material of instruction therefore should be drawn from the thought material of that stage of historical development in culture, which runs parallel with the present mental