Results for 'pedagogue'

49 found
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  1.  26
    The Pedagogue as Translator in the Classroom.Stephen Dobson - 2012 - Journal of Philosophy of Education 46 (2):271-286.
    Translation theory has faced criticism from professional translators for adopting an ivory tower stance to the ‘real world’ challenges of translation. This article argues that a case can be made for considering the challenges of translation as it takes place in the school classroom. In support of such an argument the pedagogue as translator is seen to occupy a pivotal position, such that the insights from translation theory, understanding translation as an inter-linguistic act, can be combined and bridged with (...)
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  2.  9
    Kierkegaard's Pedagogue or Practice in Negative Dialectics.Markus Kleinert - 2008 - Proceedings of the Xxii World Congress of Philosophy 1:137-143.
    In his study “On the Concept of Irony” Kierkegaard characterizes irony several times as pedagogue. This alludes to Galatians 3,24f., according to which the law has been a pedagogue (‘Zuchtmeister’ in the relevant German translation, Luther 1984) in relation to Christian faith, and alludes further to the three uses of thelaw in Protestantism. Presented on this background the pedagogue becomes an important figure for the interpretation of irony and its negative dialectics in philosophy, religion and art. Drawing (...)
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  3.  4
    Enseigneur et maître : Heidegger pédagogue.Christophe Perrin - 2009 - Revue Philosophique de la France Et de l'Etranger 134 (3):333 - 354.
    Professeur célèbre, reconnu comme un maître, Heidegger s'est pourtant toujours voulu un simple enseigneur, soit un maître sans doctrine, qui n'en est pas moins un maître de lecture et, finalement, un maître d'école, dont la tâche consiste à apprendre les éléments à partir desquels tout s'apprend. Enseignant précisément ces rudiments, à savoir apprendre à écouter d'une part - c'est-à-dire apprendre à dialoguer, donc apprendre à lire et, par là même, apprendre à penser - et apprendre ce qu'apprendre veut dire de (...)
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  4. Paulo Freire: Pedagogue of Liberation.John L. Elias - 1994 - Krieger Pub. Co..
  5.  22
    Gilles De Corbeil Ou Le Médecin Pédagogue Au Tournant Des Xiie Et Xiiie Siècles.Mireille Ausécache - 1998 - Early Science and Medicine 3 (3):187-214.
    Gilles de Corbeil figures as the initiator of the scientific teaching of medicine in Paris at a time when medicina became physica. He studied medicine at the famous school of Salerno, and his teaching was based upon Salernitan theories and practice. He showed himself very concerned with teaching methods and attached great importance to memorizing. This explains why he composed medical poetry so as to provide a mnemonic aid for his students. As a teacher, he took care of his students' (...)
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  6.  15
    Kierkegaard as Pedagogue.Matthew T. Nowachek - 2014 - Teaching Philosophy 37 (3):343-363.
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  7.  17
    Peter McLaren: Revolutionary Critical Pedagogue.David Chalmers - 2005 - Educational Philosophy and Theory 37 (5):764–770.
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  8. Que philosopher, c'est être enfant: montaigne pédagogue.Jean Pierre van Elslande - 2009 - Revue de Théologie Et de Philosophie 141 (3):253-260.
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  9.  10
    The Pedagogue of the Auratic Medium—Extending the Argument.Stephen Dobson - 2008 - Journal of Philosophy of Education 42 (2):325-331.
    Nick Peim has recently revisited the work of Walter Benjamin; specifically his famous essay on art and mechanical reproduction. In this reply, I too draw upon the inspiration of Benjamin to extend the argument to the question of experience and what might count as knowledge, both in a philosophical sense and also in terms of the curriculum. To exemplify my argument I draw upon the topics of prostitution, gambling and the urban. They were all central to Benjamin's unfinished work 'The (...)
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  10.  5
    The Pedagogue in Antiquity.A. V. Yannicopoulos - 1985 - British Journal of Educational Studies 33 (2):173 - 179.
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  11.  3
    Philippe Meirieu, Le pédagogue et les droits de l'enfant : histoire d'un malentendu ? Éditions du Tricorne & Association suisse des amis du Dr Korczak, 2002, 46 p.Philippe Meirieu, Le pédagogue et les droits de l'enfant : histoire d'un malentendu ? Éditions du Tricorne & Association suisse des amis du Dr Korczak, 2002, 46 p. [REVIEW]Étienne Haché - 2006 - Laval Théologique et Philosophique 62 (1):179-181.
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  12.  2
    Friedrich Schiller: Poetic Pedagogue.Ursula R. Mahlendorf - 1961 - Educational Theory 11 (2):111-118.
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  13.  1
    John I. Goodlad: Pedagogue of Renewal.Russell T. Osguthorpe - 1999 - Journal of Thought 34 (4):7-24.
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  14. The Pedagogue of Second Constittional Period “Sabri Cemil And His Work of Art “Amelî Fenn-I Tedris”.Hamza Altin - 2013 - Journal of Turkish Studies 8:19-35.
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  15. Emmanuel Lévinas Philosophe Et Pédagogue.David Banon, Emmanuel Lévinas & Paul Ricœr - 1998
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  16. Krupskaya, Nk-Excellent Soviet Marxist Pedagogue.Tj Bednarova & J. Fiser - 1979 - Filosoficky Casopis 27 (3):417-436.
  17. Peter McLaren: Revolutionary Critical Pedagogue.David Chalmers - 2005 - Educational Philosophy and Theory 37 (5):764-770.
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  18. Montaigne, Pédagogue du Jugement.Marc Foglia - 2011 - Classiques Garnier.
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  19. The Unity of Comenius the Theologian and the Pedagogue.Oa Funda - 1992 - Filosoficky Casopis 40 (1):27-33.
     
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  20. Le poète, le pédagogue et le républicain : Ginguené au service de l'instruction publique.Daniel Teysseire - 1995 - Philosophiques 22 (1):117-135.
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  21. Que philosopher, c'est être enfant: Montaigne pédagogue.Jean-Pierre van Elslande - 2009 - Revue de Théologie Et de Philosophie 141 (3).
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  22. The Pedagogue in Antiquity.A. V. Yannicopoulos - 1985 - British Journal of Educational Studies 33 (2):173-179.
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  23. Імідж Викладача Як Основа Підвищення Конкурентоспроможності Внз: Парадигма Сучасного Освітнього Процесу.R. I. Oleksenko, O. M. Sytnyk & I. G. Denisov - 2018 - Гуманітарний Вісник Запорізької Державної Інженерної Академії 72:164-172.
    The urgency of the research topic is that the attempt, through the prism of higher education in Ukraine, is to outline the factors and opportunities for forming a positive image of a modern teacher as the basis for the competitiveness of a higher educational institution. The purpose of the article is: rethinking the teacher’s image in conditions of growing demands and increasing competitiveness among higher education institutions. The objectives of the study are to summarize the data of the investigated problem (...)
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  24.  2
    Of Slumdogs and Schoolmasters: Jacotot, Rancière and Mitra on Self-Organized Learning.Richard Stamp - 2013 - Educational Philosophy and Theory 45 (6):647-662.
    This article argues that the concept and practice of ?self-organized learning?, as pioneered by Sugata Mitra (and his team) in the ?Hole-in-the-Wall? experiments (1999?2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière?s account of ?universal teaching? discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ?teaching? that are often (...)
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  25.  57
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? (...)
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  26.  19
    Carl Schmitt: Theorist for the Reich.G. L. Ulmen - 1984 - Telos: Critical Theory of the Contemporary 1984 (59):201-212.
    “Who are you? Tu quis es?” The interrogator was the German philosopher and pedagogue Eduard Spranger. The subject was Carl Schmitt. The place: Berlin. The time: summer of 1945. The question was “precipitous,” as Schmitt acknowledged in Ex Captivitate Salus, the book he completed following his release from Nuremberg in 1947. “Who are you?” Who, but one of the most highly acclaimed and esteemed jurists and political thinkers of the Weimar Republic, whose writings captured the attention of Georg Lukács, (...)
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  27.  24
    The Critique of Consumerism in Rousseau's Emile.Grace Roosevelt - 2011 - Environmental Ethics 33 (1):57-66.
    The trajectory from Rousseau through romanticism to twentieth-century efforts to preserve natural settings for their aesthetic values is a familiar one. What may be less familiar and more fruitful to explore at the present time is Rousseau’s stoic recognition of the need for limitation and balance in the ways that human beings interact with their surroundings. Rousseau’s discussion of the dynamics of natural need, artificial desires, and human powers or faculties appears in its most elaborated form in Emile, within the (...)
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  28.  30
    Friedrich Albert Lange.Nadeem J. Z. Hussain & Lydia Patton - 2012 - The Stanford Encyclopedia of Philosophy.
    Friedrich Albert Lange (b. 1828, d. 1875) was a German philosopher, pedagogue, political activist, and journalist. He was one of the originators of neo-Kantianism and an important figure in the founding of the Marburg school of neo-Kantianism. He is also played a significant role in the German labour movement and in the development of social democratic thought. His book, THE HISTORY OF MATERIALISM, was a standard introduction to materialism and the history of philosophy well into the twentieth century.
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  29.  9
    On the Semantics of Rhythm.Maria-Kristiina Lotman - 2003 - Sign Systems Studies 31 (2):441-463.
    The paper analyses the formal features of the characters of Oresteia in Greek tragedy. The protagonists and the minor characters are compared, for which the rhythmical liveliness and variability of the personages’ utterances, the length and number of utterances, and the number of dialogue verses in the metrical repertoire of the corresponding personage are taken into account. The analysis revealed that the data of Sophocles and Euripides are more close to each other both in the respect of general “liveliness” and (...)
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  30.  9
    Bergman as a Historian of Philosophy.Gershon Weiler - 1986 - In Abraham Zvie Bar-On (ed.), Grazer Philosophische Studien. Distributed in the U.S.A. By Humanities Press. pp. 85-93.
    Bergman's view on the History of philosophy can be characterised as a heuristic doctrine which helps the philosophical pedagogue. Some problems arising from Bergman's religious way of thinking are revealed as underpinning the objections to it, as there are: the multiplicity of systems, the possibility of acquiring final truth, etc. In spite of these objections Bergman's ideas can be maintianed as a very efficient means for a teacher of academic philosophy.
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  31.  9
    Más allá del arte: mimesis en Aristóteles.María Emilia Avena - 2013 - Synthesis 20:148-152.
    En Fenicias resultan dignos de destacar los cambios substanciales que Eurípides introdujo al tratamiento del mito en sus versiones tradicionales. De modo particular, en el análisis filológico-literario de prólogo y párodos se pone de manifiesto una evidente integración de espacios y tiempos teatrales y el ensamble de los dos ámbitos trágicos estructurales significa una expresión clara de los límites entre "lo propio" y "lo ajeno". Nos proponemos demostrar que el diseño espacio-temporal de prólogo y párodos construye una suerte de agón (...)
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  32. Dialogues Concerning Natural Religion.Daniel Bonevac - manuscript
    It has been remarked, my Hermippus, that though the ancient philosophers conveyed most of their instruction in the form of dialogue, this method of composition has been little practised in later ages, and has seldom succeeded in the hands of those who have attempted it. Accurate and regular argument, indeed, such as is now expected of philosophical enquirers, naturally throws a man into the methodical and didactic manner; where he can immediately, without preparation, explain the point at which he aims; (...)
     
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  33.  8
    Cosmology and the Polis: The Social Construction of Space and Time in the Tragedies of Aeschylus.María del Pilar Fernández Deagustini - 2013 - Synthesis 20:141-148.
    En Fenicias resultan dignos de destacar los cambios substanciales que Eurípides introdujo al tratamiento del mito en sus versiones tradicionales. De modo particular, en el análisis filológico-literario de prólogo y párodos se pone de manifiesto una evidente integración de espacios y tiempos teatrales y el ensamble de los dos ámbitos trágicos estructurales significa una expresión clara de los límites entre "lo propio" y "lo ajeno". Nos proponemos demostrar que el diseño espacio-temporal de prólogo y párodos construye una suerte de agón (...)
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  34.  4
    Au-delà et en deça de l'homme social : les pôles de la pensée de Rousseau.Gérard Allard - 1987 - Philosophiques 14 (2):264-298.
    La pensée de Jean-Jacques Rousseau est essentiellement une pensée politique, qui oscille entre un pôle transpolitique, que le citoyen de Genève incarne, par exemple, dans les personnages du législateur, du pédagogue et du sage, et un pôle prépolitique, où figurent l'homme naturel, le marginal et l'homme sensible. C'est en examinant quelques pages de trois grandes oeuvres de Rousseau: l'« Emile », « Du contrat social » et « Julie ou la Nouvelle Héloïse », que je tenterai d'éclaircir brièvement ces points. (...)
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  35.  3
    Disfiguring Socratic Irony. Detweiler - 2016 - Philosophy and Rhetoric 49 (2):149-172.
    Let us count, rather, on disarray. Perhaps “since the beginning of time” is an inauspicious way to begin a composition. And yet, given the project I am undertaking, it does not seem too far off. Let us say this: from the very start of the pedagogical tradition associated with Western rhetoric, which is often represented as having its roots in ancient Greece, the figure of the rhetoric teacher has had a remarkably fraught relationship with cultural and political authority. Just consider (...)
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  36.  9
    Reverence ( Ehrfurcht ) for the Living World as the Basic Bioethical Principle: Anthropological–Pedagogical Approach.Vasileios E. Pantazis - 2009 - Ethics, Place and Environment 12 (2):255 – 266.
    Nowadays, nature is something foreign to the human being. It is material that the human being uses, makes available, and exploits without scruples. But the human being is never a subject outside of space: he is always in lived and experienced relations to space, which determine and influence him. The individual is a member of a community of interdependent parts. In order to fulfil his or her life, the human being has to be able to listen to the voice of (...)
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  37.  3
    Samuel Johnson as Moralist.S. A. Sushko - 1986 - Russian Studies in Philosophy 25 (1):87-104.
    The well known English writer Samuel Johnson† lived in the age of Enlightenment when philosophy, understood as the critical activity of the mind, extended its influence to all types of moral and mental activity and occupied the minds of the poet and the dramatist, the artist and the scientist, the pedagogue and the social activist. Both by virtue of the multiplicity of his interests and the circumstances of his life, Johnson was unable to devote himself entirely to philosophy. But, (...)
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  38.  5
    Notes on Sophocles' Electra.A. D. Fitton Brown - 1956 - Classical Quarterly 6 (1-2):38-.
    Commentators from the Old Scholiast onward extract from these two clauses the one meaning that the pedagogue will not be recognized. They complain that a man's hair going white does not suffice to disguise him, and offer some unconvincing reinterpretations and emendations of The change of mood and tense is also odd; at O.C. 450 ff. which Jebb quotes in support, there is a change of meaning and intensity to justify it.
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  39.  3
    La persistencia de los clásicos.Deidamia Sofía Zamperetti Martín - 2013 - Synthesis 20:152-155.
    En Fenicias resultan dignos de destacar los cambios substanciales que Eurípides introdujo al tratamiento del mito en sus versiones tradicionales. De modo particular, en el análisis filológico-literario de prólogo y párodos se pone de manifiesto una evidente integración de espacios y tiempos teatrales y el ensamble de los dos ámbitos trágicos estructurales significa una expresión clara de los límites entre "lo propio" y "lo ajeno". Nos proponemos demostrar que el diseño espacio-temporal de prólogo y párodos construye una suerte de agón (...)
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  40.  1
    Bergman as a Historian of Philosophy.Gershon Weiler - 1985 - Grazer Philosophische Studien 24:85-93.
    Bergman's view on the History of philosophy can be characterised as a heuristic doctrine which helps the philosophical pedagogue. Some problems arising from Bergman's religious way of thinking are revealed as underpinning the objections to it, as there are: the multiplicity of systems, the possibility of acquiring final truth, etc. In spite of these objections Bergman's ideas can be maintianed as a very efficient means for a teacher of academic philosophy.
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  41.  1
    Bergman as a Historian of Philosophy.Gershon Weiler - 1985 - Grazer Philosophische Studien 24:85-93.
    Bergman's view on the History of philosophy can be characterised as a heuristic doctrine which helps the philosophical pedagogue. Some problems arising from Bergman's religious way of thinking are revealed as underpinning the objections to it, as there are: the multiplicity of systems, the possibility of acquiring final truth, etc. In spite of these objections Bergman's ideas can be maintianed as a very efficient means for a teacher of academic philosophy.
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  42.  2
    Fenicias de Eurípides: Concepción agonal de espacio y tiempo en prólogo y párodos.Graciela N. Hamamé - 2013 - Synthesis 20:129-140.
    En Fenicias resultan dignos de destacar los cambios substanciales que Eurípides introdujo al tratamiento del mito en sus versiones tradicionales. De modo particular, en el análisis filológico-literario de prólogo y párodos se pone de manifiesto una evidente integración de espacios y tiempos teatrales y el ensamble de los dos ámbitos trágicos estructurales significa una expresión clara de los límites entre "lo propio" y "lo ajeno". Nos proponemos demostrar que el diseño espacio-temporal de prólogo y párodos construye una suerte de agón (...)
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  43.  2
    Vytautas Raudeliūnas – Lithuanian Legal Historian.Vidmantė Giedraitytė & Antanas Šenavičius - 2009 - Jurisprudencija: Mokslo darbu žurnalas 117 (3):129-144.
    Vytautas Raudeliūnas is Lithuanian law historian, expert of the history of the Great Duchy of Lithuania, pedagogue and Lithuanian patriot. He spent his youth in exile and finished his studies in Russia and in Vilnius. He worked as a fellow in Lithuanian Science Academy, in the Monument Defence Office, the Institute of Culture, Philosophy and Art. V. Raudeliūnas lectured at Vilnius Pedagogical University. He was one of the establishers and publishers of periodical publications “The monuments of Lithuanian law”, “The (...)
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  44. Experience of «God as God» and Interreligious Dialogue. Reflections in the Light of Spiritual Theology.Herbert Alphonso - 2006 - Gregorianum 87 (4):827-843.
    Inspired both in the biblical witness of God's call to persons throughout salvation history and in St. Ignatius Loyola's own personal experience of God-as-God under God's own pedagogical training and the subsequent transposition of this his personal experience into his book of the Spiritual Exercises , this article aims at drawing on Ignatius as a master pedagogue of genuine spiritual experience, as evidenced in the profound dynamics of his Exercises, to show how, in the light of Spiritual Theology, such (...)
     
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  45. Loris Malaguzzi and the Schools of Reggio Emilia: A Selection of His Writings and Speeches, 1945-1993.Paola Cagliari, Marina Castagnetti, Claudia Giudici, Carlina Rinaldi, Vea Vecchi & Peter Moss (eds.) - 2016 - Routledge.
    Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting for the (...)
     
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  46.  32
    Beyond Quality in Early Childhood Education and Care: Languages of Evaluation.Gunilla Dahlberg - 2006 - Routledge.
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation : a practice (...)
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  47.  2
    Restituer Une Oeuvre Musicale: De l'Oeuvre Imaginée à l'Oeuvre Partagée.Henri-Claude Fantapié - 2009 - Harmattan.
    C'est le parcours de la composition devenue une oeuvre-objet avant d'être une oeuvre-restituée, médiatisée, publique et partagée, que nous propose Henri-Claude Fantapié, chef d'orchestre, compositeur, pédagogue et musicologue, qui n ...
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  48.  1
    The Great Ethics of Aristotle.Peter L. P. Simpson - 2014 - Transaction Publishers.
    In this follow up to The Eudemian Ethics of Aristotle, Peter L. P. Simpson centers his attention on the basics of Aristotelian moral doctrine as found in the Great Ethics: the definition of happiness, the nature and kind of the virtues, pleasure, and friendship. This work’s authenticity is disputed, but Simpson argues that all the evidence favors it. Unlike the Nicomachean and Eudemian Ethics, Aristotle wrote the Great Ethics for a popular audience. It gives us insight less into Aristotle the (...)
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  49. O Caráter De Publicização Da Leitura Na Obra De Comênio.Ana Esteves Bortolanza - 2013 - Educação E Filosofia 27 (53).
    RESUMO: Este artigo tem por objetivo explicitar o caráter de publicização da leitura em Comênio. Para isso, analisa os condicionantes sociopolíticos, históricos e religiosos que permeiam as questões didático-pedagógicas pensadas pelo grande pedagogo. Em sua obra Didáctica Magna – Tratado da Arte Universal de Ensinar Tudo a Todos, o caráter de publicização da leitura responde às necessidades que as novas relações sociais passaram a exigir em conseqüência da nova forma de produção da sociedade capitalista. Em sua didacografia, a nova arte (...)
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