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friedrich_froebel

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rounded in two revolutionary tenets: the need for inner connection in learning and the need for self-acti... ly, community, and world to which it contributed. Inner connection meant that children must begin with wh... mation of forms — the child's capacity to connect inner imagination to materials by converting them into

lev_vygotsky

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le et al., Eds.). Harvard University Press. ==== Inner Speech and the Relationship Between Thought and L... e, and semantically dense as it transforms into **inner speech** — the silent, compressed, image-rich int... (from social speech through egocentric speech to inner speech) implies that thought is not merely expres

geoffrey_canada

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the deficit narratives that historically defined inner-city schooling. * Canada, G. (1999b). The curr... Where conventional educational discourse treated inner-city children as problems to be managed, Canada i

melanie_klein

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==== The Play Technique and Access to the Child's Inner World ==== Klein's most immediately practical co... the infant is engaged in a primitive but complex inner life structured by love, hatred, gratitude, envy,

francis_bacon

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nature could reflect itself," and to discover the inner structure of matter and its activity. The method

hildegard_von_bingen

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mphasis on virtue, morality, and the individual's inner life. As //magistra// and abbess, she "conceived

horace_quintus_horatius_flaccus

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ierarchy while urging the individual to cultivate inner freedom — but its very accessibility, its wit, an

johann_friedrich_herbart

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d the "apperceptive mass": it is this accumulated inner world that determines whether new material will b

maria_montessori

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, and to repeat activities as many times as their inner direction requires. But this freedom is exercised

marie_clay

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(1991). //Becoming Literate: The Construction of Inner Control//. Heinemann. * Clay, M. (1993). //An O

pythagoras

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d by an oath of secrecy regarding the community's inner teachings. The community exercised significant po

rabindranath_tagore

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education that crushes rather than cultivates the inner life of the learner is, for Tagore, a form of spi

rudolph_steiner

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lieved could reconcile empirical observation with inner spiritual experience. He completed a doctorate at

siddhartha_gautama

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nd spiritual, refusing to confine education to an inner domain disconnected from the conditions of materi

thomas_elyot

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hat positions education not as cultivation of the inner self but as preparation for public life and polit