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Kitap Ad\u0131<\/strong> \/ Yazar<\/strong><\/td>The History of Pedagogy - Gabriel Compayr\u00e9<\/td><\/tr>
Yay\u0131n Y\u0131l\u0131<\/strong><\/td>2026 \/ Umay Yay\u0131nevi<\/td><\/tr>
Sayfa Say\u0131s\u0131<\/strong><\/td>vi+628<\/td><\/tr>
Bask\u0131 Say\u0131s\u0131<\/strong> \/ Yer<\/strong><\/td>1. Bask\u0131 \/ Samsun<\/td><\/tr>
ISBN<\/strong><\/td>978-625-93206-6-3<\/td><\/tr>
DOI<\/strong><\/td>https:\/\/doi.org\/10.5281\/zenodo.18867804<\/td><\/tr>
Dil<\/strong><\/td>\u0130ngilizce<\/td><\/tr>
Seri\/Numara<\/strong><\/td>59<\/td><\/tr>
Ana Konular<\/strong><\/td>E\u011fitim Tarihi, Pedagoji, E\u011fitim Felsefesi, Ayd\u0131nlanma D\u00fc\u015f\u00fcncesi, Klasik E\u011fitim<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n\n\n\n

\u00d6z: <\/strong>
Gabriel Compayr\u00e9'nin Pedagojinin Tarihi adl\u0131 eseri, antik \u00e7a\u011fdan on dokuzuncu y\u00fczy\u0131la kadar e\u011fitim d\u00fc\u015f\u00fcncesinin sistematik bir incelemesini sunar. Compayr\u00e9, \u00f6nemli filozoflar\u0131n ve reformcular\u0131n pedagojik fikirlerini inceleyerek, \u00e7ocukluk, \u00f6\u011fretim, disiplin ve ahlaki olu\u015fum kavramlar\u0131n\u0131n tarihsel d\u00f6nemler boyunca nas\u0131l geli\u015fti\u011fini izler. Klasik Yunan ve Roma e\u011fitiminden ba\u015flayarak, orta\u00e7a\u011f skolastisizmi, R\u00f6nesans h\u00fcmanizmi ve Ayd\u0131nlanma rasyonalizmi \u00fczerinden ilerleyerek, modern e\u011fitim reformcular\u0131yla doru\u011fa ula\u015f\u0131r. Eser, pedagojiyi daha geni\u015f entelekt\u00fcel, dini ve sosyal ba\u011flamlara yerle\u015ftirerek, e\u011fitim teorisi ile kurumsal uygulama aras\u0131ndaki ili\u015fkiyi vurgular. Bat\u0131 e\u011fitim felsefesinin tarihsel geli\u015fimini anlamak i\u00e7in temel bir metin olmaya devam etmektedir.
Abstract: <\/strong>
The History of Pedagogy<\/em>\u00a0by\u00a0Gabriel Compayr\u00e9\u00a0offers a systematic survey of educational thought from antiquity to the nineteenth century. Compayr\u00e9 examines the pedagogical ideas of major philosophers and reformers, tracing how conceptions of childhood, instruction, discipline, and moral formation evolved across historical periods. Beginning with classical Greek and Roman education, he proceeds through medieval scholasticism, Renaissance humanism, and Enlightenment rationalism, culminating in modern educational reformers. The work situates pedagogy within broader intellectual, religious, and social contexts, emphasizing the relationship between educational theory and institutional practice. It remains a foundational text for understanding the historical development of Western educational philosophy.
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