Charlotte Latin College’s goal is to initiate in its students a love of and respect for studying, to assist them develop self-discipline, and to encourage creativity. The pioneering work within the fashionable interval fully in an analytic mode was the quick monograph by C.D. Hardie, Fact and Fallacy in Academic Idea (1941; reissued in 1962). He was a professor of education at Teachers College, Columbia, from 1917 to 1940.
Neill believed that the happiness of the kid ought to be the paramount consideration in choices concerning the child’s upbringing, and that this happiness grew from a sense of non-public freedom. Zigler advised that solely by specializing in their own non secular development may academics positively affect the religious growth of scholars.
The objective of medieval training was an overtly spiritual one, primarily concerned with uncovering transcendental truths that will lead an individual back to God by means of a life of ethical and non secular choice (Kreeft 15). The curriculum reinforces a predominantly Western heritage while viewing the students as vessels to be crammed and disciplined within the confirmed methods of the past.
Subjects he explicitly mentions as being necessary included reading, writing and mathematics; music; bodily training; literature and history; and a wide range of sciences. Adventist institutions of higher training present students a singular atmosphere for the pursuit of studying in the arts, humanities and faith, sciences and numerous professions, throughout the perspective of the Seventh‐day Adventist worldview.
Jean-Jacques Rousseau , within the 18th Century, held that there is one developmental process, widespread to all people, pushed by natural curiosity which drives the child to learn and adapt to its environment. Along with educating purpose, of central importance to him was the development of character and educating of moral maxims.