A World History of Physical Education: Cultural, Philosophical, Comparative |
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as follows : “ A boy must be won to learning by persuasive earnestness , and not
be driven to it like a slave . . . In fine , the master , as Juvenal says , does in reality
exercise a parental function toward his pupil and should not be satisfied unless ...
as follows : “ A boy must be won to learning by persuasive earnestness , and not
be driven to it like a slave . . . In fine , the master , as Juvenal says , does in reality
exercise a parental function toward his pupil and should not be satisfied unless ...
Seite 144
When transalpine educators became interested in adopting the new learning in
their countries , they did not come in contact with the schools of Vittorino da Feltre
, but instead with those later institutions that had drifted toward Ciceronianism .
When transalpine educators became interested in adopting the new learning in
their countries , they did not come in contact with the schools of Vittorino da Feltre
, but instead with those later institutions that had drifted toward Ciceronianism .
Seite 193
In order of their value he specifically identified them as virtue , wisdom , breeding
, and learning . These behavior components were to be bred and nourished
within each individual by a continual process of physical and mental discipline .
In order of their value he specifically identified them as virtue , wisdom , breeding
, and learning . These behavior components were to be bred and nourished
within each individual by a continual process of physical and mental discipline .
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Inhalt
INTRODUCTION | 1 |
PHTNICAL EDUCATION IN SWEDI | 5 |
PHYSICAL EDUCATION IN EDUCATION FOR THE PERPETUITY | 12 |
Urheberrecht | |
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activities aims Association Athenian athletic attend authority ball became began body boys century character child Christian Church cities citizens civilization classes clubs College common continued course culture curriculum dancing desire devoted early employed England established exercises existed expression festivals field gave German girls given Greek gymnastics held ideals important included individual influence institutions instruction intellectual interest Italy largely later laws leaders learning living means methods military mind moral movement nature objectives offered organized participation performed period Persians physical education play political popular practice progress Promotion race recreation religious result Roman rules schools secure served skill social society spirit strength swimming teachers teaching tion University usually wrestling York young youth
Bibliografische Informationen
| Titel | A World History of Physical Education: Cultural, Philosophical, Comparative Prentice-Hall books on health and sports |
| Autoren | Deobold B. Van Dalen, Elmer D. Mitchell, Bruce L. Bennett |
| Ausgabe | 6 |
| Verlag | Prentice-Hall, 1953 |
| Original von | University of California |
| Digitalisiert | 27. Aug. 2007 |
| Länge | 640 Seiten |
| Zitat exportieren | BiBTeX EndNote RefMan |