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  1. Educational philosophy in the French enlightenment
    from nature to second nature
    Autor*in: Gill, Natasha
    Erschienen: c 2010
    Verlag:  Ashgate, Farnham [u.a.]

    Natasha Gill offers the first comprehensive analysis of French educational thought before Rousseau. She situates Emile in the context of a pedagogical debate that had been under way for a century before its publication, reveals the importance of key... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    1 A 813966
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
    Signatur:
    2021 A 2556
    Fernleihe:
    keine Fernleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Herzog August Bibliothek Wolfenbüttel
    Signatur:
    66.4395
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

     

    Natasha Gill offers the first comprehensive analysis of French educational thought before Rousseau. She situates Emile in the context of a pedagogical debate that had been under way for a century before its publication, reveals the importance of key transitional figures such as Etienne-Gabriel Morelly, and shows how French theorists came to see education as a vehicle through which individual liberation, social harmony and political unity could be achieved

     
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    Hinweise zum Inhalt
    Quelle: Herzog August Bibliothek Wolfenbüttel
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0754662896; 1409406202; 9780754662891; 9781409406204
    RVK Klassifikation: DF 3000
    Schlagworte: Education; Education; Education, Humanistic; Education, Humanistic; Education; Enlightenment
    Umfang: vi, 306 p, 24 cm
    Bemerkung(en):

    Includes bibliographical references ( p.[279]-295) and index

    Locke's Educational Theory in Relation to his Philosophical and Political Thought -- The Natural External : Locke's Some Thoughts Concerning Education -- Locke : Father of Social Engineering or Champion of Liberty in Education? -- Sources of French Educational Thought and the Legacy of the Jesuits -- Childhood and Education in the Works of Claude Fleury, Charles Rollin, and Jean-Pierre de Crousaz -- "The Limits of Reform" and the Concept of Utility in Fleury, Rollin, Crousaz, and Mme de Lambert -- Educational Theory at Mid-century -- Morelly and Individual Education : Essai sur l'esprit humain -- Morelly and Social Education : Essai sur le coeur humain -- Morelly and the Politicization of Education -- The Scandal Over Helvetius's De l'Esprit and the Origins of the Helvetius-Rousseau Controversy -- Helvetius's De l'Esprit : The Argument for Full Equality -- Rousseau's Emile, Books I---III : Individual Education -- Emile, Books IV---V, and Emile et Sophie, ou les solitaires : Social and Moral Education -- The Expulsion of the Jesuits and the Educational Reformers of the 1760s -- The Influence of Educational-Philosophical Concepts on the Reform Plans of the 1760s -- Disciples and Critics : The Impact of French Enlightenment Educational Thought -- Appendix 1. Rousseau's Appropriation of Morelly -- Appendix 2. Helvetius's Critique of Rousseau's Educational Theory -- Appendix 3. Education in the Encyclopedie.