臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：文藝復興時期人文教育思想與教育實踐之研究
作者：許智香 引用關係
作者(外文)：Chih-Shiang Hsu
校院名稱：國立臺灣師範大學
系所名稱：教育研究所
指導教授：林玉体
學位類別：博士
出版日期：1999
主題關鍵詞：文藝復興；人文主義；人文教育；義大利；北歐；Renaissance；humnaism；humanistic education；Italy；North Europe
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:41
摘 要
人類創造歷史，卻常遺忘歷史。十四至十六世紀時期的人文主義，在歐洲文化史上扮演一個重要的角色。在經歷千年消沈的中古世紀後，意欲以「人」為主體，在所有的智識形式上，包括政治、宗教、哲學、文學、甚至是教育，創造一個新的社會文化時代。
本論文的旨趣，即在理解和批判此一時期的教育思想和實踐。首先探討文藝復興時期的時代背景，包括政治、經濟、社會和文化面向，以分析智識和教育發展的因素，其次針對當時重要的教育思想和教育活動，加以整理、分析、綜合、理解和批判。最後，希望能就研究發現和啟示，作為目前或未來教育理念或實踐的建議。
根據研究，提出以下結論：
一、人文運動的條件：人文主義的形成和發展，是外在與內在因素交互作用的結果。當時動態的政治、經濟、社會、宗教條件以及學術界本身的反省均是重要成因。簡言之，各個領域表現出反中古主義的現象，國邦政治的勃發、資本經濟的萌芽、都市的興起以及俗世知識的重生，彼此交織在一起，提供人文思想形成和發展的背景。
二、人文主義的特色：在社會和歷史的影響下，自身亦形成一套思想特質，共有五點：（一）重生。（二）復古主義。（三）個性主義。（四）世俗主義。（五）寫實主義。
三、人文教育思想方面：人文教育思想主義影響後世甚深。在以「人本」代替「神本」的前提下，主張教育應培養博學、完美德性以及社會實踐者為目的。擴充羅馬七藝的範圍，強調文法、修辭、雄辯，兼重體育和藝術學科；道德哲學取代神學的地位；歷史為新的重要學科。教育態度和方法，除了朗誦、模仿及記憶外，重視早期教育、師生關係、個別差異、系統教學及反對體罰等，均體現人文性的教育思想。
四、人文學校實踐方面：一種新式的學校教育形成。但由於歷史文化的差異，南歐與北歐人文學校的發展特質和內容有所不同。義大利人文學校的教育對象以王公貴族或富商子女為主，環境優美，進行個別教學，學習百科全書式的課程。北歐人文學校招收的對象除了上層階級，亦及於平民，採取班級教學，在學校管理或教學組織上成就卓著，課程內容則以宗教教義、文法、修辭等學科為主。相較於人文教育思想，人文學校教育有窄化的現象，日後並成為大學的預備教育。
根據研究發現與結論，提出若干建議：
一、對現行教育的啟示
（一）尊重教育的參與者：人文教育肯定人類的理性和自由意志，在整個教育歷程中，每個參與者應彼此尊重，包括學生、教師、家長或行政人員。擺脫「上─下」權威束縛的教學主體「師─生」關係，不但平等和諧，更能進一步在理性的溝通中見真性情，教學相長，激盪出有價值的知識和智慧。
（二）人文教育目的的落實：人是社會性的動物，人際事物與關係的成就，是身為一個社會人該努力的。教育行政者在規劃教育目標或教育課程時，要能兼顧品格陶冶和人文實用知識，將相關學科加以系統化整合納入課程之中；而教育者也能理解「全人」教育之必要，不有所偏廢，提昇學生各方面的能力，培養對國家社會的義務心，進而貢獻一己之力。
（三）人文教育課程的重視：在課程上，應多安排討論課程，在語文、歷史、地理、道德倫理等人文學科上，加入實際的社會現象和問題之辯論，促使學生關心和瞭解自己所處的環境，並參與社會工程。此外，應切實重視體育、音樂及繪畫等學科，不但能使學生身心健康和諧，擴展個性，亦能培養專長。
（四）強調人文教育態度和方法：人文教育思想家在教育態度和方法上提出許多值得效法的觀點。例如建立友善而和諧的師生關係、學生個別差異的理解、適性教學的建議、早期教育的重視、良好師資的培養和反對體罰等，都是相當先進的觀點，並提供切實可行的作法。
二、對教育改革的展望
（一）教育改革應兼顧普遍性和獨特性：第一、除了普遍教育原則外，亦應考慮現存社會的價值規範。第二、「他山之石，可以攻錯」，但必須經過選擇、適應和重塑的過程。第三、不論是教育目的或是教育內容的改革，應同時考量共同的需要和個別的需要。
（二）教育改革應兼顧理論和實踐：在實踐的過程不斷地檢視理論的妥適性，亦即教育理想和活動之間是一動態的過程，必須不斷地互相檢證和修正。
（三）教育改革應兼顧現實性和前瞻性：教育改革者除了要考量現實的需要和問題之外，亦要對未來發展作一合理預測，在教育規畫中預留空間。
Educational Ideas and Practices of Humanists
In Renaissance
Chih-Hsiang Hsu
Abstract
Human creates the history, but often forgets it. From the fourteenth to the seventeenth century, humanism played a key role in European culture. After the Middle Ages, Humanists intended to focus on “human itself” with every facet of Renaissance intellectual form─politics, religion, philosophy, literature and education, created a new social and cultural era.
The purpose of the paper is to understand and criticize the humanistic ideas and practices in Renaissance. First, explore the backgrounds of the history, including the political, economic, social and cultural environment, analysis the developing factors of intellect and education. Secondly, arrange, compare, synthesize, understand and criticize the important educational ideas and practices. Lastly, base on the research results, to recommend some suggestions about educational ideas or activities to Taiwan’s educational participants of the present or the future.
According the findings, the conclusions are as follows:
1. Conditions for humanism: With the interacting of both the external or internal factors caused the occurrence and development of humanism. All domains presented anti-Medievalist, including political development, economic expansion, religious revolts, and intellectual struggles upon established authorities. The dynamical development of these factors prepared for the growth of humanism.
2. Characteristics of humanism: Because of the influences of social and historical factors, humanism forms some essence of ideas. The characteristics are 1）rebirth.2）revival of learning.3）individualism.4）secularism.5）realism.
3. The educational ideas of humanists: The educational aim is to perfect the individuals in learning, virtue and wisdom, make them become free and civilized men. Humanist educators stressed eloquence, that is, grammar and rhetoric; physical training, music and painting had a subsidiary role; moral philosophy rather than science and metaphysics; and gave to history so novel an importance. About the educational attitudes and methods, humanists made great achievements. In addition to read aloud, imitation and memory； early training, the relation of teacher and student, individual differences, systemically teachings and attacks on body punishment were also important.
4. The educational practices of humanists: The schools of a new type were produced, but there were some important differences between South and North Europe’s humanistic school. The school in Italy accepted fewer students than north Europe’s. The educational surroundings were better than ever. The masters used the individual teaching; the students learned encyclopedic curriculum. In north Europe, the scopes of humanistic schools were bigger; masters used the class teaching. There were many achievements on school management or instruction organization. Religious texts, Latin grammar and rhetoric were key curriculums. Comparing with humanistic ideas, the education of humanistic school was narrow; it gradually became the pre-education of universities.
Based on the results and conclusions, some suggestions are put forward:
1. Revelations to nowadays education:
1） To revere educational participants.
2） To finish the humanistic educational aim.
3） To value the humanistic educational curriculum.
4） To stress the humanistic educational attitude and method.
2. Prospects to educational revolution:
1） Generality vs. Specialty: First, give attention to both general educational principles and special social norms. Secondly, when keep in touch with others culture; it must be a process of selection of adaptation and of reshaping. Thirdly, value both common and individual needs.
2） Theory vs. Practice: There is a dynamic dialectic process between educational ideas and activities.
3） Present vs. Future: Educational revolutionists not only considerate the needs and questions now, but also anticipate the future.
參考書目
一、中文部分
王任光（民68a）。文藝復興時代。台北：成文出版社。
王任光（民68b）。文藝復興時代的人文運動。台北：商務。
王任光（民85）。文藝復興時代。台北：稻禾出版社。
王連生（民67）。文藝復興時代教育的文化背景之分析。國教之友，第二九卷第十期，頁14-18。
高廣孚（民49）。文藝復興後之歐洲人文主義教育。民生評論，第十一卷第三期，頁2-7。
林玉体（民82）。西洋教育史。第八版。台北：文景出版社。
林玉体（民83）。人文教育思潮：文藝復興及教會改革時代。國立台灣師範大學教育研究所集刊，第三五輯，頁65-100。new window
徐宗林、周愚文（民86）。教育史。台北：五南出版社。頁288-310。
張椿年（民83）。從信仰到理性─意大利人文主義研究。台北：淑馨出版社。
張欽盛（民75）。歐洲教育發達史。台北：金鼎圖書文物出版社。
鄒文海（民53）。文藝復興時代的思想背景。國立政治大學學報，第九期，頁57-72。
滕大春（民78）。外國教育通史（Ⅱ）。山東教育出版社。
樊正治（民80）。論文藝復興期體育思想。國民體育季刊，二十卷第三期，頁122-130。
Bronowski, J. & Mazlish, B.（民85）。西方思想史。賈士蘅譯。台北：國立編譯館。
Brubacher, J. S.（民69）。西洋教育史─教育問題的歷史發展。林玉体譯。台北：教育文物出版社。
Burckhardt, J.（民68）。義大利的文藝復興。羅漁譯。台北：黎明文化事業公司。
Butts, R. F.（民71）。西洋教育史（上冊）。徐宗林譯。台北：國立編譯館。
Eby, F.（民58）。西洋近代教育史（上冊）。李正富譯。台北：國立編譯館。
Ferguson, W. K.（民65）。文藝復興史。涂永清譯。台北：水牛出版社。
Gates, J. K.（民68）。西洋圖書館發達史。高熹譯。教育資料科學月刊，第十五卷第二期，頁38-39。
Mcneill, W.（民66）。歐洲史新論。劉景輝譯。台北：台灣學生書局。
Palmer, R. R. & Colton, J.（民77）。現代世界史（上冊），孫小魯譯。台北：五南。
二、英文部分
Ascham, R.（1863）. The Schoolmaster . Edited by E.B.Mayor. London: Bell&Daldy.
Baron, H.（1938）. Cicero and the Roman Civic Spirit in the Middle Ages and Early Renaissance, In Bulletin of the John Rylands Library,ⅩⅩⅡ.pp.72-97.
Baron, H.（1955）. The Crisis of the Early Italian Renaissance. N.Y. :Princeton University Press.
Baron, H.（1988）. In Search of Florentine Civic Humanism: Essays on the Transition from Medieval to Modern Thought. N.Y.: Princeton University Press.
Barnard, H. C.（1859）. Life and Educational Services of Philip Melanchthon. In American Journal of Education,IV.pp.749- 55.
Branard, H. C.（1878）. German Teachers and Educators. Hartford.
Beck, R. H.（1965）. A Social History of Education. London: Prentice-Hall.pp.47-70.
Binder, F. M.（1970）. Education in the History of Western Civilization: Selected Reading. London: The Macmillan Company.pp.122-155.
Borchardt, F. L.（1977）. The Renaissance and Reformation in Germany: An Introduction. Edited. by Gerhart Hoffmeister. N.Y.: Frederick Ungar Publishing Co.
Boutcher, W.（1996）. Vernacular humanism in the sixteenth Century, In Kraye, Jill(Ed.). The Cambridge Companion to Renaissance Humanism. N.Y.: Cambridge University Press. pp .189-202.
Bowen, C.（1993）.Women as Intermediaries: an Example of the Use of Literacy in the Late Sixteenth and Early Seventeenth Centuries, In History of Education, Vol.22（3）.pp.215-225.
Bowen, J.（1975）. A History of Western Education, vol.Ⅱ. London: Methuen.
Boyd, W. & King, E.（1975）. The History of Western Education, 11th.London: Adam&Charles Black.
Bruni, Leonardo. （1405）. De Studiis et Literis, In Woodward, W.H.(Ed.),Vittorino da Feltre and Other Humanist Educators. Columbia University: Teachers College Press. 1974.pp.119-133.
Bullock, A.（1985）. The Humanist Tradition in the West, N.Y.: Norton.
Burckhardt, J. （1958）. The Civilization of the Renaissance in Italy. New York: Harper Torchbooks.
Burke, P.（1997）. The Renaissance (2nd).Macmillan Press Ltd.
Bush, D. （1939）. The Renaissance and English humanism. Toronto : University of Toronto Press.
Butts, R. F.（1966）. A Cultural History of Western Education: It''s Social and Intellectual Foundation(2nd). N.Y: Mcgraw Hill.pp.165-193.
Butts, R. F.（1973）. The Education of the West. N.Y.,:McGraw Hill Book company.
Campana, A.（1964）. The Origin of the Word Humanist. In Journal of the Warburg and Courtauld Institutes,IX(1946 ).pp.60- 73.
Caspari, F.（1966）. Humanism and the Social Order in Tudor England.(2nd).Columbia University: Teachers College Press.
Castiglione, Baldassare.（1900）. The Courtier. Translated by Thomas Hoby,1561. Reprinted. London: Tudor Library.
Charlton, K.（1965）. Education in Renaissance England. Toronto :Routledge and Kegan Paul Press.
Chojnack, S.（1974）.Continuity and Discontinuity in Italian Culture,1300-1800,In History of Education Quarterly, 1974V(ⅩⅣ),4.pp.533-42.
Coleman, B.（1922）. The Treatise of Lorenzo Valla on the Donation of Constantine. Oxford.
Compayre, G.（1900）.The History of Pedagogy. Translated by W.H.Payne. London: Swan sonnenschein & Co.,Lim.
Cordasco, F.（1970）.A brief history of education: a handbook information on Greek, Roman, Medieval , Renaissance, and Modern educational Practice. New Jersey: Littlefield, Adams & Co.Totowa.pp.41-48.
Cole, L.（1950）. A History of Education . Holt, Rinehart and Winston,Inc. pp.202-298.
Coupe, W.A. & Krailsheimer, A. J. etal（1971）. The Continental Renaissance 1500-1600.USA.:Penguin Books.
Cubberley, E. P.（1948）. The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization. USA: Houghton Mifflin Company.pp.241-286.
Curtis, S. J. & Boultwood, M. E. A. （1977）. A Short History of Education Ideas . (5ed). University Tutorial Press. pp. 112-147.
Curtis, S. J.（1948）. History of Education in Great Britain. London: University Tutorial Press.
Eby, F. & Arrowood, C. F.（1940）.The History of Education: Ancient and Medieval. Englewood Cliff:Prentice-Hall,Ing.
Einstein, L.（1902）. The Italian Renaissance in England . N.Y.,: Columbia University Press.
Elyot, T.（1970）. The Boke Named the Governour,1531. London: Everyman’s Library.
Emerton,E.（1917）.The Beginnings of Modern Europe. Boston: Ginn and Company.
Erasmus.（1957）. Ten Colloquies of Erasmus. Translated by C. R.Thompson. N.Y., Liberal Arts Press.
Erasmus.（1961）. The children oughte to be taughte and brought up gently in vertue and learnynge,1550, In Sherry, R., A Treatise of Schemes and Tropes.
Erasmus.（1964a）.De Ratione Studii,1511,In Woodward ,W.H., Desiderius Erasmus concerning the Aim and Method of Education. Columbia University: Teachers College. pp.162 -179.
Erasmus.（1964b）.De Pueris Instituendis,1529,In Woodward ,W.H., Desiderius Erasmus concerning the Aim and Method of Education. Columbia University: Teachers College. pp. 181-222.
Ergang, R.（1939）. Europe: From the Renaissance to Waterloo. Boston: D.C.Heath and Company.
Ferguson, W. K.（1940）. The Renaissance . New York: Henry Holt and Co.
Ferguson, W. K.（1948）.The Renaissance in Historical Thought: Five Centuries of Interpretation. Boston: Houghton, Mifflin Co.
Field,J.V.& James,F.A.J.C.（1993）.Renaissance & Revolution: Humanists, Scholars, Craftmen & Natural Philosophers in Early Modern Europe. Cambridge University Press.
Friedman, A. T.（1985）. The Influence of Humanism on the Education of Girls and Boys in Tudor England. In History of Education Quarterly.V25（1）,pp.57-69.
Gilmore, M. P.（1952）. The World of Humanism,1453-1517.N.Y.: Harper.
Good, H. G. & Teller, J. D.（1969）. A History of Western Education .（3ed）London: The Macmillan Company.
Grayson,C.（1957）. The Humanism of Alberti, In Italian Studies ,ⅩⅡ（1957）.pp.37-56.
Grafton, A. & Jardine, L.（1986）. From Humanism to the Humanities: Education and the Liberal Arts in Fifteenth and Sixteenth Century Europe. Cambridge, Mass: Harvard University Press.
Grendler, P. F.（1989）. Schooling in Renaissance Italy : Literacy and Learning,1300-1600.The Johns Hopkins University Press.
Hale, J. R.（1973）. Renaissance Europe: Individual and Society ,1480-1520.N.Y.:Harper & Row Publishers.
Hale, J. R.（1981）. A Concise Encyclopaedia of the Italian Renaissance . London: Tames and Hudson Ltd.
Hallam, G.（1976）. In Praise of Being a Gentleman:1528-1976, Murray J. Levith(Ed.), Renaissance and Modern Essays in Honor of Edwin M.Moseley.N.Y.: Skidmore College.
Haskins, C. H.（1927）. The Renaissance of the Twelfth Century. Cambridge, Massachusetts: Harvard University.
Hoenen, J. H., Scheider, T. & Wieland, G.（1995）. Philosophy and Learning: Universities in the Middle Ages. N.Y.: E.J. Brill.
Hoflmeister,G.（1977）. The Pagan Influence of the Italian Renaissance on German Life and Letters,1450-1520.In Gerhart Hoffmeister（Ed.）The Renaissance and Reformation in Germany. New York: Frederick Ungar Publishing Co.pp. 51-68.
Holt, L. C.（1950）. A History of Education . Rinehart and Winston,Inc.pp.202-295.
Kraye, J.（1996）. The Cambridge Companion to Renaissance Humanism, N.Y.: Cambridge University Press.
Kristeller, P. O.（1961）. Renaissance Thought: the Classic, Scholastic, and Humanist Strains, N.Y.: Harper & Row.
Kristeller, P. O.（1979）. Renaissance Thought and its Sources. N.Y.: Columbia University Press.
Kristeller, P. O.（1990）. Renaissance Thought and the Arts. New Jersey: Princeton University Press.
Lawn, B.（1993）.The Rise & Decline of the Scholastic ‘Quastio Disputata’ with Special Emphasis on its Use in the Teaching of Medicine & Science. N.Y.:E.J.Brill.
Lawrence, E. S.（1970）. The Origins and Growth of Modern Education . Penguin Books Inc.
Laurie, S. S.（1968）. Studies in the History of Educational Opinion from the Renaissance. London: Frank Class & Co.Ltd.
Lee,Patricia-Ann.（1970）. Some English Academies: an Experiment in the Education of Renaissance Gentlemen, In History of Education Quarterly.Fall.pp.273-286.
Loomis, L. R.（1906）. Medieval Hellernism, Lancaster.
Machiavelli, Niccolo.（1988）. The Prince（Il Principe）.Edited by Q.Skinner, translated by R.Price. Cambridge.
Mackenney,R.（1993）.Sixteenth Century Europe: Expansion and Conflict. Hongkong:Macmillan.
Mann.（1996）. The Origins of Humanism, In Jill Kraye(Ed.),The Cambridge Companion To Renaissance Humanism. Cambridge University Press.pp.1-20.
Maxwell-Lyte, H. G.（1875）. A History of Eton College, Macmillam & Co.Ltd.
Mayer, A. E.（1972）. An Education History of the Western World, 2ed,.N.Y.: McGraw-Hill Book Company.
Mclaughlin, M. L.（1996）. Humanism and Italian Literature, Jill Kraye(Ed.),The Cambridge Companion To Renaissance Humanism. Cambridge University Press.pp.1-20.
Monroe, P.（1968）. A Cyclopedia of Education, vol.v..Detroit: Gale Research Co.pp.151-65.
Mulcaster, R.（1888）. Positions, first pub. London 1581,Edited with an appendix by R.H. Quick. Longmans.
Mulcaster, R.（1925）. Elementarie, originally pub.London 1582 ,Edit by E. T. Campagnac. Oxford.
Mullinger, J. B.（1900）. The Schools of Charles the Great.
Nauert, C. G. （1995）. Humanism and the Culture of Renaissance Europe .N.Y.: Cambridge University Press.
Orme,N.（1968）. Education and Society in Medieval and Renaissance England. London: The Hambledon Press.
Piccolomini,A.S.(PiusⅡ）（1450）.De Liberorum Educatione, Woodward,W.H.(Ed.), Vittorino da Feltre and Other Humanist Educators.Columbia University: Teachers College Press.1974. pp.134-158.
Plumb, J. H.（1964）. The Italian Renaissance: A Concise Survey of Its History and Culture. N.Y.: Harper & Row Publishers, Inc.
Plutarch.（1966）.The Education of Children, trans by A. Shilleto,In F.Mayer（ED.）. Bases of Ancient Education. New Haven,Conn.: College and University Press.
Pumfrey, S. , Rossi, P. & Slawinski, M. etal.（1991）. Science, Culture and Popular Belief in Renaissance Europe. N.Y.: Manchester University Press.
Quick,R.H.（1890）. Essays on Educational Reformers, New York.
Quintilian. （1938）. Quintilian on Education, Selected and Translated by William M.Smail. Columbia University: Teachers College Press.
Rebhorn, W. A.（1977）.Desiderius Erasmus: Cosmopolitan Christian Humanism,In Gerbart Hoffmeister（Ed.）,The Renaissance and Reformation in Germany. N.Y.,: Frederick Ungar Publishing Co.
Reeve, M. D.（1995）.Classical Scholarship, in Jill Kraye(Ed.), The Cambridge Companion to Renaissance Humanism. Cambridge University Press.pp.20-46.
Reiss, T. J.（1977）.Knowledge, Discovery and Imagination in Early Modern Europe : The Rise of Aesthetic Rationalism. Cambridge University Press.
Robinson , J. H. & Rolf , H. W.（1898）. Petrarch. New York.
Sarolea, C.（1979）. Schools and Scholars in History, from the Renaissance to the Nineteenth Century . S.L.: Norwood Edition.
Scott, I.（1910）. Controversies over the Limitation of Cicero. New York.
Symonds, J. A.（1914）.Renaissance in Italy . Vol,Ⅱ.New York: Charles Scribner’s Sons.
Ulich, R.（1950）. History of Education Thought . American Book Company.pp.103-161.
Ullmann, W.（1977）. Medieval Foundations of Renaissance Humanism . N.Y.: Cornell University Press.
Valla, Lorenzo.（1927）. De elgantiis linguae latinae, in F. A. Grogg, Latin Writings of the Italian Humanists . NY.: Charles Scribner''s Sons.
Vasiliev, A. A.（1952）. History of the Byzantine Empire . Madison,Wis.
Vergerius, P. P.（1404）. De Ingenuis Moribus,In Woodward, W.H. (Ed.), Vittorino da Feltre and Other Humanist Educators. Columbia University: Teachers College Press.1974. pp.93 -118.
Vives, Juan Luis.（1966）. Vives’ Introduction to Wisdom: A Renaissance Textbook. Edited by Marian Leona Tobiner, S. N.J.M. Columbia University: Teachers College Press.
Vives, Juan Luis.（1971）. Vives: on Education, edited by Foster Watson(2nd).USA: Rowman and Littlefield.
Watson, F.（1909）. The Beginnings of the Teaching of Modern Subjects in England . London: Pitman &Sons.
Watson, F.（1912）. J.V.Vives and the Renaissance Education of Women .Arnold.
Watson, F.（1913）. The Father of Modern Psychology, reprinted from the Psychological Review, vol.ⅩⅩⅡ,No.5.Vives on Education. Cambridge.
William, T. & Kane, S. J.（1954）. History of Education . Chicago :Loyola University Press.pp.130-153.
Wise, S. J.（1964）. The History of Education: An Analytic Survey from the Age of Homer to the Present. N.Y,. Sheed and Ward Inc.
Woodward, W. H.（1964）. Desiderius Erasmus Concerning the Aim and Method of Education. Columbia University: Teachers College Press.
Woodward, W. H.（1967）. Studies in Education during The Age of the Renaissance, 1400-1600.（2nd） Columbia University: Teachers College Press.
Woodward, W. H.（1974）. Vittorino da Feltre and Other Humanist Educators.(3ed). Columbia University :Teachers College Press.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：502（臺灣：471，外國：31） ／ 本年度總使用人次：2393369 ／ 訪客人次（自102年09月）：68197370
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上