標(biāo)題: Titlebook: Dewey and European Education; General Problems and Jürgen Oelkers,Heinz Rhyn Book 2000 Springer Science+Business Media Dordrecht 2000 1989. [打印本頁] 作者: patch-test 時間: 2025-3-21 16:26
書目名稱Dewey and European Education影響因子(影響力)
書目名稱Dewey and European Education影響因子(影響力)學(xué)科排名
書目名稱Dewey and European Education網(wǎng)絡(luò)公開度
書目名稱Dewey and European Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Dewey and European Education被引頻次
書目名稱Dewey and European Education被引頻次學(xué)科排名
書目名稱Dewey and European Education年度引用
書目名稱Dewey and European Education年度引用學(xué)科排名
書目名稱Dewey and European Education讀者反饋
書目名稱Dewey and European Education讀者反饋學(xué)科排名
作者: venous-leak 時間: 2025-3-21 21:59 作者: Pericarditis 時間: 2025-3-22 00:24 作者: SLUMP 時間: 2025-3-22 06:51 作者: 北京人起源 時間: 2025-3-22 10:32
Book 2000 Dewey‘s. What can becalled the renewal of interest will be argued from different sides. Itis our intention to show that today‘s interest in Dewey is not theremake of the reception within the different camps of progressiveeducation. .This volume will be of interest to philosophers of education,histo作者: fluoroscopy 時間: 2025-3-22 14:36 作者: fluoroscopy 時間: 2025-3-22 20:46 作者: Gourmet 時間: 2025-3-22 22:08
Democracy and Education: About the Future of a Problem,guage but did not become the center of discussion. Even “radical education” was much more child-centered than open to radical questions of political democracy. This article discusses the problem in two respects, first the tension between neo-liberalism’s concept of individuality and public education作者: auxiliary 時間: 2025-3-23 04:21
,Context and Interaction. How to Assess Dewey’s Influence on Educational Reform in Europe?,n education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the intera作者: 暫時過來 時間: 2025-3-23 07:05
Dewey in Britain, social and political. Of these, only the pedagogical ideas elicited a modicum of support in the first half of the century. Developments after 1960, however, led to widespread implementation of Dewey’s principles mainly in the primary education sector.作者: 意外的成功 時間: 2025-3-23 10:16 作者: 螢火蟲 時間: 2025-3-23 17:28 作者: 審問,審訊 時間: 2025-3-23 19:14
,German Readers of Dewey — Before 1933 and After 1945,d pragmatism it clashed with the monarchial and idealistic patterns of school-practice and pedagogic theory right from the beginning. On the other hand, reformists of all kinds were overwhelmed with enthusiasm. But even in the democratic phases of political development this ambivalence continued. Th作者: Lice692 時間: 2025-3-24 02:03
,John Dewey and the Development of Education in Russia before 1930 — Report on a Forgotten Receptiondebate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to politic作者: FEMUR 時間: 2025-3-24 04:36 作者: Mnemonics 時間: 2025-3-24 09:10
Education, not Democracy? The Apolitical Dewey,vistic psychology of learning. His ideas on socio-political reform, on the other hand, were ignored, partly intentionally, partly due to a lack of familiarity with them in detail. His major pedagogical work . received little attention. In what follows, this selective view of Dewey is discussed mainl作者: 時代錯誤 時間: 2025-3-24 12:43
,The Global Community, Religion, and Education: The Modernity of Dewey’s Social Philosophy,t debates on republicanism and communitarianism. Particularly, the anaysis of Dewey’s . (1927) concludes that the attention being paid to Dewey is problematic as specific religious assumptions — explicitly developed in A . (1934) — lie in the background of his social philosophy, and are hardly being作者: 王得到 時間: 2025-3-24 17:01
,The Renewal of Dewey — Trends in the Nineties,and the fact that the pedagogical tradition, until now, has neutralized contingency and denied its systematic meaning for education. Therefore, the main traits of the ‘renewal of Dewey’ are shown in the work of some Dewey scholars who, critically and creatively, reconstruct Dewey in the mirror of po作者: ALLEY 時間: 2025-3-24 19:12 作者: Opponent 時間: 2025-3-25 02:46 作者: 口味 時間: 2025-3-25 06:02
Joe Pelton,Tommaso Sgobba,Maite Trujillon education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the intera作者: Ovulation 時間: 2025-3-25 09:46 作者: Decimate 時間: 2025-3-25 11:45
Sylvia Topouzkhanian,Palakiyém Abaloallied troops, focusing initially on the education system. Under the direction of American scholars and school innovators, school syllabi and textbooks were rewritten in order to replace the ideological indoctrination exerted by the Fascist regime from 1923 to 1943 with democratic ideas. This articl作者: optic-nerve 時間: 2025-3-25 19:14 作者: MAL 時間: 2025-3-25 20:25 作者: AROMA 時間: 2025-3-26 03:17
Spinal cord monitoring in the UKdebate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to politic作者: 不能仁慈 時間: 2025-3-26 08:16
A. J. Gale,E. M. Sedgwick,R. Jacksonforms of teaching started mainly by taking over the body of thinking developed by teaching reformers. John Dewey’s work was only accorded marginal examination. The person who got to grips most intensively with John Dewey and the American tradition of kindergarten teaching during the first half of th作者: 畏縮 時間: 2025-3-26 10:11 作者: Immobilize 時間: 2025-3-26 16:09
Hesham Mostafa Zakaria,Frank La Marcat debates on republicanism and communitarianism. Particularly, the anaysis of Dewey’s . (1927) concludes that the attention being paid to Dewey is problematic as specific religious assumptions — explicitly developed in A . (1934) — lie in the background of his social philosophy, and are hardly being作者: 公社 時間: 2025-3-26 20:16 作者: Fecal-Impaction 時間: 2025-3-26 21:27
http://image.papertrans.cn/d/image/270358.jpg作者: Blazon 時間: 2025-3-27 01:53
Challenges to International Space Governance social and political. Of these, only the pedagogical ideas elicited a modicum of support in the first half of the century. Developments after 1960, however, led to widespread implementation of Dewey’s principles mainly in the primary education sector.作者: 進(jìn)入 時間: 2025-3-27 08:20
Spinal cord monitoring in the UKdebate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to political and ideological reasons.作者: 修飾語 時間: 2025-3-27 11:45
https://doi.org/10.1007/978-94-011-4185-71989; Action; Europe; John Dewey; biography; democracy; education; history of education; kindergarten; philos作者: Folklore 時間: 2025-3-27 15:27
978-0-7923-6389-7Springer Science+Business Media Dordrecht 2000作者: 猛然一拉 時間: 2025-3-27 18:46
Dewey in Britain, social and political. Of these, only the pedagogical ideas elicited a modicum of support in the first half of the century. Developments after 1960, however, led to widespread implementation of Dewey’s principles mainly in the primary education sector.作者: Stagger 時間: 2025-3-28 01:57
,John Dewey and the Development of Education in Russia before 1930 — Report on a Forgotten Receptiondebate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to political and ideological reasons.作者: myelography 時間: 2025-3-28 05:01 作者: Allege 時間: 2025-3-28 08:34
Introduction,cern that has no parallels in Europe. Here, philosophy of education has no core in theories of pragmatism, there are no philosophical schools centering Dewey and research concentrates on national approaches.作者: Anthology 時間: 2025-3-28 13:44
Democracy and Education: About the Future of a Problem,, and second the future problems of a theory of “democratic education” . Dewey. The aim is to overcome traditional European dualisms like that of “citizen” . “man” i.e. to pave the way for a post-Rousseauian theory of education.作者: installment 時間: 2025-3-28 14:35 作者: 描繪 時間: 2025-3-28 18:45
,John Dewey’s Teaching Methods in the Discussion on German-Language Kindergartens — A Case of Non-Pee 20th century is Emmy Walser, one of the leading personalities in the kindergarten movement in Switzerland. As a result, the “free working method” developed in Switzerland as the new method. Dewey’s educational philosophy was reduced to the methodology of the free working method which had the effect of giving new life to Froebel’s ideas.作者: Needlework 時間: 2025-3-29 02:26 作者: 粗野 時間: 2025-3-29 06:36 作者: 動機(jī) 時間: 2025-3-29 09:55 作者: 分發(fā) 時間: 2025-3-29 14:13
Education, not Democracy? The Apolitical Dewey,iliarity with them in detail. His major pedagogical work . received little attention. In what follows, this selective view of Dewey is discussed mainly on the basis of internal pedagogical theoretical positions.作者: Factorable 時間: 2025-3-29 17:38 作者: DAMP 時間: 2025-3-29 22:11 作者: Lyme-disease 時間: 2025-3-30 02:21 作者: ASTER 時間: 2025-3-30 04:26
Obulala Na-maani: Unity is Strengthe tradition of setting metaphysical and religious backgrounds stood in the way of a free examination of Dewey. Therefore, the reception has, up until now, been signed by mistakes and misinterpretations, but also by a minority of fruitful debates.
