1
The following text was originally published in
PROSPECTS: the quarterly review of comparative education
(Paris, UNESCO: International Bureau of Education),
vol.
14, no.
1, 1984, and again in vol.
24, no.
3/4, 1994.
©UNESCO: International Bureau of...
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1
The following text was originally published in
PROSPECTS: the quarterly review of comparative education
(Paris, UNESCO: International Bureau of Education),
vol.
14, no.
1, 1984, and again in vol.
24, no.
3/4, 1994.
©UNESCO: International Bureau of Education, 2001
This document may be reproduced free of charge as long as acknowledgement is made of the source.
KONSTANTIN DMITRIEVITCH
USHINSKY
(1823-71)
Miroslav Cipro
1
A synthetic approach
What we regard as ‘classical’ can be described as something that originated in the past but has
retained its importance up to the present day.
Thus, regardless of its age, we still seek in the classical
a source of valuable inspiration indicating the approach to be adopted to current problems.
In this
respect, education has also had its classics, such as Comenius, Diesterweg, Fröbel, Locke,
Makarenko, Montessori, Pestalozzi, Rousseau and other great theoreticians.
2
Among them, a
prominent place is occupied by the famous Russian educationist
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