Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/13631
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSomr, Miroslav-
dc.contributor.authorHruškova, Lenka-
dc.date.accessioned2015-07-08T10:44:44Z-
dc.date.available2015-07-08T10:44:44Z-
dc.date.issued2014-
dc.identifier.citationStudia Edukacyjne, 2014, nr 33, s.413-429pl_PL
dc.identifier.isbn978-83-232-2879-0-
dc.identifier.issn1233-6688-
dc.identifier.urihttp://hdl.handle.net/10593/13631-
dc.description.abstractHerbart’s scientific educational theory pointed to the fact that the application of pedagogical ideas in educational practices would brought a guaranteed outcome with a regular, mathematical precision. Herbart he was personally aware that this system contains the danger of formalism and unilateral intellectualism and therefore he endeavored, in theory, to overcome the concept of educational learning. This emphasis, however, was neglected by his pupils and followers.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectstandardizationpl_PL
dc.subjecteducational classespl_PL
dc.subjectawakening interestpl_PL
dc.subjectphilosophy of educationpl_PL
dc.subjectNational Herbart Societypl_PL
dc.titleHerbart’s Philosophy of Pedagogy and Educational Teachingpl_PL
dc.title.alternativeHerbartowska filozofia pedagogiki i kształceniapl_PL
dc.typeArtykułpl_PL
dc.identifier.doi10.14746/se.2014.33.21-
dc.description.number33pl_PL
dc.description.pageof413pl_PL
dc.description.pageto429pl_PL
dc.description.articlenumber21pl_PL
dc.description.journaltitleStudia Edukacyjnepl_PL
Appears in Collections:Studia Edukacyjne, 2014, nr 33

Files in This Item:
File Description SizeFormat 
SE 33_2014_Miroslav_Somr_Lenka_Hruskova.pdf184.68 kBAdobe PDFView/Open
Show simple item record



Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.