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The Greatest Educators Ever, by Frank M. Flanagan
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A fascinating look at the greatest educators of all time including Rousseau, Newman, Montessori and Freire. The Greatest Educators Ever brings together the most influential and interesting educators of all time. With entries ranging from Plato to Jesus, and Froebel to Freire, This book provides a fascinating overview of the development of educational thought through the ages. Frank Flanagan writes engagingly and accessibly, considering each educator's unique contribution and placing it in a historical and intellectual context. A fascinating read for educators and students alike.
- Sales Rank: #1309858 in Books
- Published on: 2005-12-20
- Released on: 2005-12-20
- Original language: English
- Number of items: 1
- Dimensions: 8.00" h x .51" w x 5.00" l, .69 pounds
- Binding: Paperback
- 244 pages
Review
'This book brings together the most influential and interesting educators of all time...Provides a fascinating overview of the development of educational thought through the ages...Frank Flanagan writes engagingly and accesibly...A fascinating read for educators and students alike.' (Education Today)
"Flanagan discusses educators ranging from Jesus to Freire. Flanagan introduces the pioneers of educational theory and practice, explains their ideas, and, where appropriate, discusses their methods. Teacher education students should find the pedagogical methods always appropriate. The essays are clear and insightful: they reiterate old wisdom. The essays emphasize the importance of studying educational Theory." -Social and Behavioral Sciencei-Education 2006
"Flanagan introduces the pioneers of educational theory and practice, explains their ideas and "where appropriate", discussed their methods. Teacher education students should find the pedagogical methods always appropriate. The essays are clear and insightful: they reiterate old wisdom. A most useful reminder is that educational proposals are never neutral, detached, or objective; they always promote a political or ideological program. The essays emphasize the importance of studying educational theory. Recommended." —CHOICE, July 2006
Social and Behavioral Sciencei-Education 2006
"Flanagan introduces the pioneers of educational theory and practice, explains their ideas and "where appropriate", discussed their methods. Teacher education students should find the pedagogical methods always appropriate. The essays are clear and insightful: they reiterate old wisdom. A most useful reminder is that educational proposals are never neutral, detached, or objective; they always promote a political or ideological program. The essays emphasize the importance of studying educational theory. Recommended." –CHOICE, July 2006
About the Author
Frank M. Flanagan has recently retired from the Education Department at Mary Immaculate College, University of Limerick, Ireland. He currently teaches at the Limerick Institute of Technology School of Art and Design.
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4 of 5 people found the following review helpful.
The Greatest Educators
By Anthony Lyons
Flanagan, Frank M. The Greatest Educators ... Ever! Continuum, New York, 2006
The Greatest Educators is an invaluable collection of essays on educators (both theorists and practitioners) from the Greeks to modern times. Flanagan's selection is an articulate and balanced account of major contributions to educational theory and practice over the past two and a half thousand years. A total of eighteen thinkers and practitioners are dealt with.
The author does not provide a wealth of detail in respect of any of his chosen eighteen, opting instead to provide the reader with an accessible account and some significant insights regarding each. The collection begins with a discussion of the Greek philosophers Socrates, Plato, and Aristotle.
Socrates is represented as the "secular" patron saint of education. There is a paradox at the heart of teaching and education generally. Teachers are required by their professional or vocational commitment to teach what is true but they are also required to prepare the young for their place in society. These two aims are not always coherent.
The state's abiding interest in education is a function of its need to transmit to the young "the basic principles of its common life". Citing Durkheim Flanagan argues that the state must see to it that schools transmit to the young the principles and values which are essential to its survival. The teacher "becomes the functionary of the state". This is, at least, sailing close to the wind of indoctrination.
On the other hand there is surely an expectation that teachers will, irrespective of social or political imperatives, teach what they believe to be the truth? When they fail to do so (as in many cases in Nazi Germany, for example) we may understand their personal motivation (it is not easy to be a hero) but withhold any respect for their practice.
This paradox, according to Flanagan, is embodied in the fate of Socrates: he remains its most famous victim. While on the one hand Socrates was committed to the pursuit of truth he nonetheless felt morally obliged to submit to the laws of the state. This is a paradox which faces teachers in their daily practice (although in a much diluted form). The paradox takes many forms: conformity vs. independence? creativity vs. imitation ? obedience vs. autonomy? Acceptance or critique? Any kindergarten teacher will be very familiar with the apparently antagonistic imperatives of promoting the spontaneity and creativity of the young, or of imposing the conformist behaviour that the social world demands. Which is their primary aim, what is true or what is "right"?
Following the Greeks Flanagan leads us through an examination of Jesus as an educator. This is a very stimulating chapter, for those of us in the christian tradition find it difficult to see through the sacred (divine) figure to the human being who spent most of his adult life teaching. Was he any good at it? Flanagan thinks he was, and his account of what is really an end-of-term report on Jesus the teacher is itself worth the price of this book.
From Jesus we enter the Roman world of Quintilian and Augustine. And from there we skip to Comenius in the seventeenth century. In this era of universal education Comenius,
who pioneered the idea, is strangely neglected. He has been neglected since his death, in
fact, despite a vigorous European reputation during his life.
Indeed, as Flanagan points out, his neglect began almost immediately: he expresses surprise that Locke, who was thirty-eight when Comenius died and a well-connected person of his time, makes no mention of the work of Comenius although the latter's Great Didactic and his pansophist proposals were "widely known among the newly emerging scientific community".
Locke's Some Thoughts Concerning Education, is not, in Flanagan's view, a milestone in the history of educational thought and practice. He suggests that if Some Thoughts Concerning Education had been written by anyone other than one of the most influential philosophers of the time it would have faded into oblivion.
"And then", as Flanagan writes, "there was Rousseau" quickly followed (in historical terms) by Pestalozzi, Froebel, Dewey and Montessori. All of these were practitioners and established the theory and practice of child-centred education within the context of the burgeoning science of developmental psychology which would dominate the education of the industrialised world for generations.
Flanagan also devotes a chapter to the ideas of John Henry Newman on university education. In the early twenty first century we are apt to accept uncritically the notion that universities are there to service the needs of the economy or the "military/industrial complex". A return to the reflections of Newman reminds us that a university has higher ideals. University education is premised on "the formation of the whole man". Newman
brings us back to the ideals of the Greeks, the ideal of the complete human being; not the technologist or the scientist, the doctor or the engineer in the first instance, but the rounded human being.
Following a brief dalliance with Buber and Neill we end with chapters devoted to the radical critique of education which dominated the second half of the twentieth century: in particular Paulo Freire, and Ivan Illich.
Freire's critique of the oppressive pedagogy of conventional education/schooling had a global impact and caused much in the way of review and reform of established systems. Illich too, with his demand for the "de-schooling" caused much heart-searching in the educational establishment.
All in all this book is a "must read" for anyone with an interest in the history and development of educational ideas. It is well-informed, readable, and makes its subject-matter accessible to a wide audience.
Dr. Tony Lyons
July 2007
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