Sentence examples for conceptions of education from inspiring English sources

As a result, said Strachey, "the monastic and literary conceptions of education, which had their roots in the middle ages, he adopted almost without hesitation... devoted to the teaching of Greek and Latin grammar".

The problem is that so many middle-aged people are still living by old conceptions of education.

Gove, who advocates rote-learning of poems and kings and queens of England, has always had a narrow conception of education.

Its emphasis on the dual importance of moral and intellectual training was very appealing to the 15th and 16th centuries' humanist conception of education.

So what else could our markers be? International programs not only have different markers, they also demonstrate new ways of promoting a more holistic conception of education and its outcomes.

It was in this atmosphere of virile camaraderie that there developed the characteristic ideal of Greek love that was enduringly to mark Hellenic civilization and to deeply influence its conception of education itself for example, in the relation of master to pupil.

Based on this conception of education, input and the quality of the process are what determine the quality of outputs or graduates.

Biological evolution, the process by which all living things simultaneously adapt and explore, is not only an apt metaphor for this more integrated and more fluid conception of education but a valuable reminder that humans, like all living organisms, are born with the capacity to integrate and explore in ways that reinforce rather than conflict with one another.

This volume aims to sharpen understanding of the complex picture of general education by: describing how various conceptions of general education evolved historically, identifying various functions expected of general education in the contemporary context, and pointing out the educational practices that fulfill general education s aims in the current context.

DeVos's remarks at the hearing fueled an unusually fierce opposition throughout the country, stemming from her track record of supporting initiatives at odds with many citizens' conceptions of public education and civil rights.

The paper concludes with a discussion of the implications of this conceptual framework for debates in workplace learning about: (i) the 'front-loaded' versus 'practice-based' conceptions of vocational education and (ii) the role of epistemic objects and practices in the development of vocational practice.