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" The result of teaching small parts of a large number of subjects is the passive reception of disconnected ideas, not illuminated with any spark of vitality. Let the main ideas which are introduced into a child's education be few and important, and let... "
The Monist - 638. lappuse
laboja - 1921
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Instructors Journal, 1. sējums,3. izdevums

1964
...This second point can be particularly important in the AFROTC program. Whitehead summarizes by saying: "The result of teaching small parts of a large number...vitality. Let the main ideas which are introduced into a (student's) education be few and important, and let them be thrown into every combination possible."1...
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Making the Grade: A Self-Worth Perspective on Motivation and School Reform

Martin V. Covington - 1992 - 351 lapas
...These observations conjure up the advice of Alfred North Whitehead (1929) when he insists that we must "let the main ideas which are introduced into a child's education be ... thrown into every combination possible" (p. 14). Having pressed the importance of transfer, it...
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Knowledge, Belief, and Character: Readings in Virtue Epistemology

Guy Axtell - 2000 - 224 lapas
...intellectual skills, abilities, concepts, and virtues. A similar viewpoint was expressed by Whitehead: The result of teaching small parts of a large number...is the passive reception of disconnected ideas, not illuminated with any spark of vitality. Let the main ideas which are introduced into a child's education...
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Curriculum Integration K-12: Theory and Practice

James Etim - 2005 - 207 lapas
...educational commandments. "Do not teach too many subjects." and again. "What you teach, teach thoroughly. "The result of teaching small parts of a large number...vitality. Let the main ideas which are introduced into the child's education be few and important, and let them be thrown into every combination possible....
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Alfred North Whitehead on Learning and Education: Theory and Application

Franz G. Riffert - 2005 - 444 lapas
..."teaching small parts of a large number of subjects" and sees such an approach to learning as constituting the passive reception of disconnected ideas not illumined with any spark of vitality. He correctly admonishes that "the main ideas introduced into a child's education should be few and...
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