Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/1688
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dc.contributor.authorWolting, Monika-
dc.date.accessioned2012-01-05T09:44:58Z-
dc.date.available2012-01-05T09:44:58Z-
dc.date.issued2011-
dc.identifier.citationGlottodidactica, Vol. 37/1 (2011), s. 19-35pl_PL
dc.identifier.isbn83-232-1043-8-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/1688-
dc.description.abstractAfter a prolonged absence of the topic of education reformers in the public discussion nowadays it’s obviously an increased interest in their approaches and models of performance. The theoretical reflections of the progressive education based on the ideas of the creative power of the child figuring in a mythical, romantic-coded image of the child as a genius. This conception was in opposite to the rigid forms of teaching, to every automatism of learning, against the authoritarian treating of teachers with students.pl_PL
dc.language.isodepl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectprogressive educationpl_PL
dc.subjectlife reformpl_PL
dc.subjectyouth movementpl_PL
dc.subjectWaldorf educationpl_PL
dc.subjectboarding schoolpl_PL
dc.subjectprogressive art educationpl_PL
dc.titleReformpädagogik als eine Antwort auf die Modernisierungsprozesse am Anfang des 20. Jahrhundertspl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 37 (2011)

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