Titlebook: Claude Fleury (1640–1723) as an Educational Historiographer and Thinker; Introduction by W.W. Raymond E. Wanner Book 1975 Martinus Nijhoff,

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Claude Fleury as an Educational Historian,e and become familiar with its evolution over the course of centuries.. And it was in this use of historical method as an important component in the analysis and elaboration of educational practice and theory that Fleury made, perhaps, his most original contribution to educational scholarship.

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https://doi.org/10.1007/978-1-4613-9394-8e and become familiar with its evolution over the course of centuries.. And it was in this use of historical method as an important component in the analysis and elaboration of educational practice and theory that Fleury made, perhaps, his most original contribution to educational scholarship.

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Metabolic fates of herbicides in animals,hed. During these eleven years he verified his sources, made corrections, rewrote, and, in general, allowed the . “to mature.”. He notes, however, that he had not been able to keep several copies of it from circulating widely. These had been made, with his approval, for the private use of friends an

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https://doi.org/10.1007/978-1-4684-7062-8 of his Plan of Studies. This rather lengthy presentation — two hundred pages in 12° in the edition of 1686 — is the principal exposition of Fleury’s educational thought. It is not, however, the only one; and, since others might easily go unnoticed, it is appropriate that they be identified and, at

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Francis A. Gunther,Jane Davies Gunthern, at least, the spread and influence of Fleury’s writings on ecclesiastical history, canon and civil law, and French literature.. And the picture that has emerged from these studies is that of a competent, disciplined, and very prolific historian-priest-lawyer whose historical and legal scholarship