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Plus Two Physics is an ongoing project to make Physics learning enjoyable. We are trying to make a system for learning Physics right from home at the students own pace and convenience.

We have chosen a common curriculum considering the Fundamental Physics as the core and therefore the site will be useful for the students all over the world.
Though Primarily aimed at students up to PlusTwo (K -12) it will be useful for all who want to know the fundamentals of Physics.

The entire Physics is divided into the major branches of Physics as categories and Lessons are arranged in each. This makes the system curriculum independent. Anyone from any country can get the information an d start learning online by joining the topic/lesson/course of his/her interest.

We ahve prepared a file collecting all diagrams from CBSE Physics for Class X
LOgged in users only will be able to see the download link

HRD minister, Mr. Kapil Sibal is now taking another initiative to promote grade system for evaluation of Class-XII CBSE students. He said that the final decision would be taken after discussions with the central advisory board for education and The Council of Boards of School Education in India. CBSE has replaced the old marks system with a nine-point grading system.

Now, the schools have to use aptitude test conducted at the end of class IX and X to decide the stream for class XI, rather than the previous pattern.

CV
CV is a list of all your achievements until the date you are submitting it, presented in reverse chronological order (i.e. the latest achievements first).
A CV is ideally two pages in length, though it can sometimes go up to three to five pages.
CV should include everything that you have done and can be classified as work outside the home—whether paid or unpaid; hence, it is okay if the Curriculum Vitae contains voluntary and honorary positions and work done in such positions.
The CV structure should be very systematic and is generally drawn in a specific order.
A CV is normally accompanied by a cover letter, which summarizes what it contains and points out the match of the applicant with the job.
The Resume
A resume is a precise and very brief document representing at-a-glance your key skills and main achievements.
A resume should not be longer than one page, unless in rare exceptions.
A resume would contain of only what is strictly relevant to the job applied and nothing else—it is more important to have all the information contained within one page.
A resume should highlight your skills and achievements above all other things.
A resume is usually presented without a cover letter because the main reason you are submitting the resume is fast processing; a cover letter would defeat the purpose.

All over India (and outside) the Exam Heat is on.
We at Education2Home is determined to help you out to perform well in the exam through our blogs, study materials, tips and tricks and other online content.

As a pilot episode, find here some suggestions, guidelines and tips to help you score more in Board Exams

read more

As per demand by many Physics teachers, we are announcing Power User Account option. at http://physics.2lv.in/blog/user

A Power User can

• Create Blogs
• Create Pages
• Create Quizzes, (MCQ, Short answer and long answer type questions) and score them
• Create polls
• Access Printer Friendly version, PDF Version and mail to friend
• and many other facilities

This option is now available to teachers only. If you are interested, you must first register at this site. Then send an email to poweruseradmin@2lv.in with the details of your registration such as

• username with which you registered
• Your current designation with full official address
• Your contact phone number and email
• Any further information you would like to convey.

The Power User option will be activated only after verifying your identity and whereabouts. Our representative will contact the applicant at the details provided for verification. You may further be asked to provide proof of identity before accepting you as Power User of this site.

Fees and Charges
AT present we are not charging anything from a power user. But soon we will be starting Revenue sharing option for Power users and at that time we may introduce some charge for becoming a Power User.

The users already got accepted as Power Users will not be asked for any payment until they opt for Revenue Sharing option.

A Good Opportunity for Teacher and who have a flair for writing blogs and online learning contents

The current academic year is about to end and get ready now for the new academic year.
The registration to this site is free
Once registered, you can get listed in this site after getting verified.

Email manager@e2h.in for details if you are interested in listing your services in this site for Free.

Australia is tracking foreign students coming to study amid reports that the number of Indians applying for visas has fallen due to attacks on them. The Australian government will "track the number of students coming to this country, including Indian students", said Deputy Prime Minister Julia Gillard. The number of Indians applying for visas to study in Australia has fallen by almost half, heightening fears for the country's $17 billion international education industry. Gillard told reporters here: "Obviously we are going to track the number of students coming to this country, including Indian students, as we are moving into the new academic year." She observed it was important that students have accurate information while deciding whether to study in Australia.   Read more at http://www.hindustantimes.com/indiansabroad/Indian-student-intake-in-Australia-to-be-monitored/497285/H1-Article1-497301.aspx

NEW DELHI: To curb forgery of educational certificates, the central government on Tuesday declared that it will post all educational  in an electronic format, just like share certificates, in a common pool online. "We are concerned about the fake certificate syndrome and have decided to deposit all educational degrees through dematerialisation of certificates to a technology based solution that would ensure authenticity, fidelity and enabling online verification," Human Resource Development Minister Kapil Sibal told reporters here. He said the certificates will be deposited like share certificates. In case of loss or theft, one can retrieve the certificate easily by paying a nominal fee. "Holding of academic qualification in an electronic depository provides immense benefits to educational institutions, students, alumni and employers by enabling online access of academic qualifications," Sibal explained.

In the Nobel season, the focus is again on basic sciences. Academics speak about the need to draw more students to research. The country has had a handful of Nobel laureates in the different sciences but the parents of an average school-goer would prefer their child to study engineering and medicine for a career. With this year’s Chemistry Nobel going to Venkatraman Ramakrishnan, a U.S. citizen of Indian origin, experts weigh in on the question of whether science education is neglected in India. Sujatha Ramdorai, member, National Knowledge Commission, and professor, School of Mathematics, Tata Institute of Fundamental Research, says: “We need more people to do pure Maths and Science. It’s alarming that so few of our top students opt for that these days. If you look at the Nobel Prize winners, they all started with a solid foundational background in the basic sciences, before going on to explore how this could be applied to our needs.”     Read More at http://beta.thehindu.com/education/research/article32809.ece

Leading academics who attended the University Meet organised as part of the 97th Indian Science Congress have resolved to come up with a set of recommendations to help science education overcome its present shortcomings like poor quality of teaching and a low-impact, fragmented syllabi. In response to the cries of alarm raised over the falling standards of science education in the nation's institutes of higher learning and over the falling numbers of students opting for basic science courses, the University Meet organised as part of the 97th Indian Science Congress—that was hosted by the University of Kerala and the Indian Space Research Organisation at Thiruvananthapuram from January 3 to 7—resolved to come up with a set of recommendations to reinvent science education in India.   Read more at http://beta.thehindu.com/education/article78863.ece

Taking forward the process of reforms in education, the government wants to change the question pattern in examinations at school level to give more focus on testing the intelligence of children, HRD Minister Kapil Sibal said on Wednesday. The present examination format in the school system helps the students perform better by memorising the subjects, than using intelligence and their analytical abilities, he said. The government is preparing an action plan to change the examination format to test the real talent of the students than encouraging them to memorise the subject contents and reproduce them in exam. “Children will be asked questions to test their inherent intelligence. We are working on an action plan on how to have such examination system,” he told reporters on the sidelines of a seminar on ‘New Education Policy’. He cited the example of his days in Harvard University when he had to answer such questions which did not have any fixed answer in the textbooks. “Our professors used to tell us that we can take textbooks to the examination centre. But these books will not be of much help because the questions will test the real intelligence of the students,” he said. Mr. Sibal said the curriculum at the school level will also be changed. Mr. Sibal cited the statement of Nobel Laureate Venkataraman Ramakrishnan, who on Tuesday said he had failed to clear entrance tests for both the IITs and reputed medical college decades ago. “The examination system needs to be changed. Even a Nobel Laureate could not clear JEE those days,” he said. Mr. Sibal said the government is working out on how to arrange funds for implementing the Right of Children to Free and Compulsory Education Act, which was passed by Parliament in July last year. The government has estimated that Rs. 1.71 lakh crore would be spent for implementing the Act in the next five years. “Once we work out the funding arrangements, we will notify the Act,” he said. The government wants a number of vocational courses, including courses on animation, paramedics and para-legal, should be introduced at higher secondary level. He said film director Subash Ghai had met him recently and requested for introduction of a course on animation. The government is in touch with Mr. Ghai in evolving such a course. He also said the government will set up a National Higher Education Funding Corporation soon to help poor and meritorious students take loan for studies. Asked about the government’s views on continued attacks on Indian students in Australia, Mr. Sibal said the matter is being investigated and the government will make a statement after it gets the report.

The National Council of Educational Research and Training (NCERT) has constituted a committee to look into implementation of the Right to Education (RTE) Act, 2009, in the schools of the Capital. The first meeting of the committee was held on January 8. The report of the committee on being finalised would be sent to different bodies that run schools in Delhi such as the Municipal Corporation of Delhi (MCD), the New Delhi Municipal Council(NDMC) and the Delhi Cantonment Board. The 11-member committee which is being chaired by legal expert Ashok Agarwal will look into different aspects of government schools in Delhi. The committee would examine nuances of children’s life such as their socio-economic background, family condition, parents’ education, tuition and availability of basic amenities. The study would also focus on teacher related issues such as their status, recruitment, in-service training and opportunities for professional growth. In addition, the committee would deliberate on the structure of different educational departments of the Delhi Government, flow of funds, decision and policy making, research and innovation, building and infrastructure, and the accountability of schools and teachers. Stakeholders and experts from different spheres such as faculty members from NCERT and National University of Educational Planning and Administration, non-government organisation representatives, an MCD school teacher and others will comprise the committee. The NCERT has taken this initiative to prepare an elaborate policy framework to enable the implementation of the RTE Act in Delhi schools. The larger aim is to recommend the policy framework to the MCD, the NDMC, the Delhi Cantonment Board and the Delhi Administration, which would help them prepare for the requirements of the RTE Act in providing quality education to children from Classes I to VIII. This is being considered crucial for these agencies as within six months of the notification of RTE Act, the State Government would be required to fulfil the Act’s mandate.

Nothing can be more valuable than a collection of examination question papers from the past -- this belief seems to be entrenched in the minds of students preparing for their board examinations. With hardly two months left for the public examinations, accessing such papers easily tops the ‘to-do’ lists of students. The practice has its advantages, say teachers and school heads. According to V.M. Kalavalli, headmistress, Government Girls Higher Secondary School, Ashok Nagar, students who attempt to solve past years’ question papers learn to manage their time better. “They will learn things like how to distribute the available time for different sections, which units to expect more questions from and how much time to spend on each question,” she adds. The school has several years’ question papers filed in its library for reference. Malathy Srinivasan, Principal, Devi Academy School, Valasarawakkam, also feels older question papers are a good resource for students preparing for board examinations. “Students will get to know what the frequently asked questions are. It is a very good idea to go through previous years’ papers, provided the question paper pattern has not changed.” On whether the variation in codes was also to be noted, she said: “Yes, but usually the difficulty level is same across codes. The values might differ, or the questions might be given in a different order.” The State’s Parent Teacher Association has been in the business of publishing guides and question paper banks. In the last few years, the sale of question banks has seen a significant increase, according to PTA members. Ever since the Common Entrance Test for admission to professional colleges was abolished in the State, the numbers have only increased further. “In the last few years, we sold nearly 50,000 to 60,000 copies of class XII question paper banks for subjects like maths, physics and chemistry. Similarly, the class X matriculation question banks also has thousands of takers every year,” said an office bearer of the PTA. “Most of the question banks are priced in the range of Rs.30-Rs.60 and have question papers of all years from the time of the last syllabus revision. We engage textbook writers to give us model question papers as well,” he added. The idea is to help students conquer the fear of examinations, Ms. Kalavalli said. “If the child has solved a few papers, she can go to the examination hall with more confidence and courage. And that is half the battle won.”

India’s Human Resources Minister Kapil Sibal began a high—level visit to Britain on Wednesday aimed at strengthening ties in the multi—billion pound education sector, officials said. Mr. Sibal will meet three cabinet ministers and discuss the broad range of cooperation between India and Britain under an education forum set up by the two countries. The visit is set to be marked by the signing of a memorandum of understanding between British and Indian universities pledging to forge “more successful partnerships in higher education and research”, British officials said. Mr. Sibal will give a keynote address to an audience including dozens of education ministers from around the world at a Learning and Technology World Forum. He will also meet university vice-chancellors to set out his vision for the expansion of India’s education sector before signing a joint statement with Britisih Business Secretary Peter Mandelson. “With almost 40 percent of India’s population under the age of 15, meeting India’s demand for education is among the foremost challenges for this new decade. I look forward to hearing Minister Sibal’s vision and hope that the UK can play a role in helping India to achieve its ambitions,” said Mr. Mandelson. Britain, a world leader in education, views India as a major education market and is keen to not only attract more Indian students to cash—strapped British universities, but also help enter the market in India through collaborations. More than 26,000 Indians are studying in Britain, according to British government figures — the fastest growing segment of foreign students. The number of Indian students in Britain shot up a record 24 percent between 2005-06 and 2006-07 — from 19,205 to 23,835, according to the Higher Education Statistics Agency. India is second among nations with the most students in British institutions. China tops the list, although the number of Chinese students fell from 50,755 to 49,595 over the same period. Americans students rose eight percent to 15,955, putting the country third in the table.

Study in Short, Frequent Sessions.

It has been proven that short bursts of concentration repeated frequently are much more effective than one long session. So, even if you only have 10 minutes, DO IT. Take a break. Then study another 10 minutes. This “distributed learning” approach is highly efficient because it honors the way the brain likes to work. The brain needs recovery and recharging time for “protein synthesis.” The rest periods are when your brain assimilates your effort. They are a powerful tool which many teachers do not acknowledge. To sit and study for hours and hours is not only boring, it creates fatigue, stress, and distraction. You cannot learn if you are fatigued, stressed, and distracted!

  Create a Study Routine.

Generally, if you schedule certain times of the day to study, you will get into a routine and accomplish more. If you just “fit it in” during your day, chances are that there will never be any time. An effective way to do this is to literally mark it down in your datebook calendar as if you have an appointment, like going to the doctor. For example: “Tuesday 3-4:30 P.M. — Study.”

  Set Reasonable Goals.

One of the main reasons people do not reach their goals is because they set them too high. If you set goals that are manageable, even if they seem too simple, you get in the habit of accomplishing them and gradually you can set higher goals. Also, recognize the difference between long-term and short-term goals. Set your vision on the long-term dream, but your day-to-day activity should be focused exclusively on the short-term, enabling steps.  

  Article by Howard Richman of Sound Feelings Publishing, Tarzana, California. http://www.soundfeelings.com/free/studying.htm

Effective study skills must be practiced in order for you to improve. It is not enough to simply "think about" studying; you have to actually do it, and in the process use information from what you do to get better. This is the central idea of this page. All that follows depends on this single concept. There is a saying that goes like this: "Practice doesn't make perfect; perfect practice makes perfect." If you want to be an achiever, take this saying to heart. The value of a schedule Before you even begin to think about the process of studying, you must develop a schedule. If you don't have a schedule or plan for studying, then you will not have any way of allocating your valuable time when the unexpected comes up. A good, well thought out schedule can be a lifesaver. It's up to you to learn how develop a schedule that meets your needs, revise it if necessary, and most important, follow it. A schedule saves time All schedules should be made with the idea that they can be revised. A good schedule keeps you from wandering off course. A good schedule, if properly managed, assigns time where time is needed, but you've got to want to do it! Making every hour count A schedule should take into account every class, laboratory, lecture, social event, and other work in which you engage. There are givens such as classes and so on that have to be incorporated. You must focus on the other "free time" available and how you will use it. Make a weekly schedule and block off the 24 hour day in one hour increments. Indicate times for classes, labs, lectures, social, and work time. Also block off a period for sleeping each day. With what is left over, plan time for study. This gives you a rough road map of the time available. Of course, you can revise your schedule as circumstances warrant. When to study The problem of when to study is critical. A good rule of thumb is that studying should be carried out only when you are rested, alert, and have planned for it. Last minute studying just before a class is usually a waste of time. How to use your time Time is the most valuable resource a student has. It is also one of the most wasted of resources. The schedule you develop should guide you in how to allocate the available time in the most productive manner. Sticking to your schedule can be tough. Don't dribble away valuable time. Avoiding study is the easiest thing in the world. It's up to you to follow the schedule you prepared. A good deal of your success in high school or college depends on this simple truth. Where to study You can study anywhere. Obviously, some places are better than others. Libraries, study lounges or private rooms are best. Above all, the place you choose to study should not be distracting. Distractions can build up, and the first thing you know, you're out of time and out of luck. Make choosing a good physical environment a part of your study habits.   Thinking skills Everybody has thinking skills, but few use them effectively. Effective thinking skills cannot be studied, but must be built up over a period of time. Good thinkers see possibilities where others see only dead-ends. If you're not a good thinker, start now by developing habits that make you ask yourself questions as you read. Talk to other students who you feel are good thinkers. Ask them what it is they do when they think critically or creatively. Often times, you can pick up valuable insights to help you become a better thinker. The SQ3R method The SQ3R method has been a proven way to sharpen study skills. SQ3R stands for Survey, Question, Read, Recite, Review. Take a moment now and write SQ3R down. It is a good slogan to commit to memory to carry out an effective study strategy. Survey - get the best overall picture of what you're going to study BEFORE you study it an any detail. It's like looking at a road map before going on a trip. If you don't know the territory, studying a map is the best way to begin. Question - ask questions for learning. The important things to learn are usually answers to questions. Questions should lead to emphasis on the what, why, how, when, who and where of study content. Ask yourself questions as you read or study. As you answer them, you will help to make sense of the material and remember it more easily because the process will make an impression on you. Those things that make impressions are more meaningful, and therefore more easily remembered. Don't be afraid to write your questions in the margins of textbooks, on lecture notes, or wherever it makes sense. Read - Reading is NOT running your eyes over a textbook. When you read, read actively. Read to answer questions you have asked yourself or questions the instructor or author has asked. Always be alert to bold or italicized print. The authors intend that this material receive special emphasis. Also, when you read, be sure to read everything, including tables, graphs and illustrations. Often times tables, graphs and illustrations can convey an idea more powerfully than written text. Recite - When you recite, you stop reading periodically to recall what you have read. Try to recall main headings, important ideas of concepts presented in bold or italicized type, and what graphs charts or illustrations indicate. Try to develop an overall concept of what you have read in your own words and thoughts. Try to connect things you have just read to things you already know. When you do this periodically, the chances are you will remember much more and be able to recall material for papers, essays and objective tests. Review - A review is a survey of what you have covered. It is a review of what you are supposed to accomplish, not what you are going to do. Rereading is an important part of the review process. Reread with the idea that you are measuring what you have gained from the process. During review, it's a good time to go over notes you have taken to help clarify points you may have missed or don't understand. The best time to review is when you have just finished studying something. Don't wait until just before an examination to begin the review process. Before an examination, do a final review. If you manage your time, the final review can be thought of as a "fine-tuning" of your knowledge of the material. Thousands of high school and college students have followed the SQ3R steps to achieve higher grades with less stress.

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5. My Country School Diary [218KB]
6. An Experiment in Education [178 KB]
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Wilhelm von Humboldt (1767-1835) [44 KB] Originally published in Prospects, UNESCO J.P. Naik (1907–1981) [49 KB] A.R. Kamat Originally published in Prospects, UNESCO Avicenna (370?-428 A.H./980?-1037 A.D.) [62 KB] Abd al-Rahman al Naqib Originally published in Prospects, UNESCO Ibn Khaldun (732-808 A.H./ 1332-1406 A.D.) [47 KB] Abdesselam Cheddadi Originally published in Prospects, UNESCO

Basil Bernstein (1924–2000) [160 KB] Alan R. Sadovnik Originally published in Prospects, UNESCO Jean Piaget (1896–1980) [56 KB] Alberto Munari Originally published in Prospects, UNESCO Florence Nightingale (1820–1910) [49 KB] Alex Attewell Originally published in Prospects, UNESCO Maria Grzegorzewska (1888-1967) [47 KB] Alicja Siemak-Tylikowska Originally published in Prospects, UNESCO Joseph ki-Zerbo (1922–2006) [43 KB] Amadé Badini Originally published in Prospects, UNESCO Gaspar Melchor de Jovellanos (1744–1811) [54 KB] Angeles Galino Carrill Originally published in Prospects, UNESCO António Sérgio (1883-1969) [78 KB] António Nóvoa Originally published in Prospects, UNESCO Antonio Gramsci (1891-1937) [54 KB] Attilio Monasta Originally published in Prospects, UNESCO   Condorcet (1743–1794) [51 KB] Bernard Jolibert Originally published in Prospects, UNESCO Sigmund Freud (1856-1939) [44 KB] Bernard Jolibert Originally published in Prospects, UNESCO Herbert Spencer (1820–1903) [187 KB] Brian Holmes Originally published in Prospects, UNESCO Anísio Teixeira (1900–1971) [52 KB] Carlos Roberto Cury Originally published in Prospects, UNESCO   Aristotle (384-322 B.C.) [57 KB] Charles Hummel Originally published in Prospects, UNESCO Plato (428–348 B.C.) [51 KB] Charles Hummel Originally published in Prospects, UNESCO Jan Wladyslaw Dawid (1859-1914) [48 KB] Czeslaw Kupisiewicz Originally published in Prospects, UNESCO Édouard Claparède (1873–1940) [52 KB] Daniel Hameline Originally published in Prospects, UNESCO   Adolphe Ferriere (1879–1960) [98 KB] Daniel Hameline Originally published in Prospects, UNESCO Herbert Read (1893-1968) [155 KB] David Thistlewood Originally published in Prospects, UNESCO Miskawayh (320-421 A.H. / 932-1030 A.D.) [88 KB] Dr Nadia Jamal al-Din Originally published in Prospects, UNESCO Paul Goodman (1911-1972) [73 KB] Edgar Z. Friedenberg Originally published in Prospects, UNESCO   Benjamin Bloom (1913–1999) [29 KB] Elliot W. Eisner Originally published in Prospects, UNESCO Françoise Dolto (1908–1988) [37 KB] Eric Binet Originally published in Prospects, UNESCO Malcolm Adiseshiah (1910-1994) [53 KB] Eric Prabhakar Originally published in Prospects, UNESCO Isaac Leon Kandel (1881-1965) [49 KB] Erwin Pollack Originally published in Prospects, UNESCO   Jean-Ovide Decroly (1871–1932) [78 KB] Francine Dubreucq Originally published in Prospects, UNESCO Carl Rogers (1902-1987) [39 KB] Fred Zimring Originally published in Prospects, UNESCO Anton Semyonovich Makarenko (1888-1939) [38 KB] G.N. Filonov Originally published in Prospects, UNESCO Mencius (372-289 B.C.) [38 KB] Ge Zhengming Originally published in Prospects, UNESCO   Dimitry Uznadze (1886–1950) [180 KB] Georgy Ketchuashvili Originally published in Prospects, UNESCO Montaigne (1533-1592) [60 KB] Gérard Wormser Originally published in Prospects, UNESCO August Hermann Niemeyer (1754-1828) [57 KB] Gilbert de Landsheere Originally published in Prospects, UNESCO Andrés Bello (1781-1865) [48 KB] Gregorio Weinberg Originally published in Prospects, UNESCO   Torsten Rudenschöld (1798-1859) [48 KB] Gunnar Richardson Originally published in Prospects, UNESCO Otto Salomon (1849–1907) [50 KB] Hans Thorbjörnsson Originally published in Prospects, UNESCO Domingo Faustino Sarmiento (1811–1888) [44 KB] Héctor Félix Bravo Originally published in Prospects, UNESCO Rudolf Steiner (1861-1925) [55 KB] Heiner Ullrich Originally published in Prospects, UNESCO   Immanuel Kant (1724–1804) [62 KB] Heinrich Kanz Originally published in Prospects, UNESCO Paulo Freire (1921–1997) [72 KB] Heinz-Peter Gerhardt Originally published in Prospects, UNESCO Henri Wallon (1879-1962) [48 KB] Hélène Gratiot-Alphandéry Originally published in Prospects, UNESCO Friedrich Fröbel (1782–1852) [60 KB] Helmut Heiland Originally published in Prospects, UNESCO   Karl Jaspers (1883-1969) Hermann Horn [64 KB] Hermann Horn Originally published in Prospects, UNESCO Georg Kerschensteiner (1852–1932) [56 KB] Hermann Röhrs Originally published in Prospects, UNESCO Maria Montessori (1870-1952) [97 KB] Hermann Röhrs Originally published in Prospects, UNESCO Philipp Melanchthon (1497–1560) [40 KB] Horst F. Rupp Originally published in Prospects, UNESCO   Victor Mercante (1870–1934) [65 KB] Inés Dussel Originally published in Prospects, UNESCO Maurice Debesse (1903–1998) [149 KB] Irena Wojnar Originally published in Prospects, UNESCO József Eötvös (1813–1871) [148 KB] István Mészarós Originally published in Prospects, UNESCO Ágoston Trefort (1817–1888) [138 KB] Istvánné Kiss Originally published in Prospects, UNESCO   Lev S. Vygotsky (1896-1934) [108 KB] Ivan Ivic Originally published in Prospects, UNESCO Michael Ernest Sadler (1861–1943) [171 KB] J. H. Higginson Originally published in Prospects, UNESCO Marc-Antoine Jullien (Jullien de Paris) (1775–1848) [57 KB] Jacqueline Gautherin Originally published in Prospects, UNESCO Auguste Comte (1796–1857) [43 KB] Jacques Muglioni   Jan Amos Comenius (1592-1670) [85 KB] Jean Piaget Originally published in Prospects, UNESCO Emile Durkheim (1858-1917) [75 KB] Jean-Claude Filloux Originally published in Prospects, UNESCO Erasmus (1467?–1536) [78 KB] Jean-Claude Margolin Originally published in Prospects, UNESCO Alexander Sutherland Neill (1883-1973) [40 KB] Jean-François Saffange Originally published in Prospects, UNESCO   Yves Brunsvick (1921-1999) [26 KB] Jean-Pierre Regnier Originally published in Prospects, UNESCO Christen Mikkelsen Kold (1816-1870) [48 KB] Jens Bjerg Originally published in Prospects, UNESCO Joseph Calasanz (1557–1648) [44 KB] Josep Domènech i Mira Originally published in Prospects, UNESCO José Ortega y Gasset (1883–1955) [58 KB] Juan Escámez Sánchez Originally published in Prospects, UNESCO   Francisco Giner de los Ríos (1839–1915) [53 KB] Julio Ruiz Berrio Originally published in Prospects, UNESCO Georg Hegel (1770—1831) [39 KB] Jürgen-Eckhardt Pleines Originally published in Prospects, UNESCO Martin Buber (1878-1965) [41 KB] Kalman Yaron Originally published in Prospects, UNESCO Bruno Bettelheim (1903-1990) [55 KB] Karen Zelan Originally published in Prospects, UNESCO   Friedrich Adolph Wilhelm Diesterweg (1790-1866) [48 KB] Karl-Heinz Günther Originally published in Prospects, UNESCO Sir Thomas More (1478-1535) [60 KB] Keith Watson Originally published in Prospects, UNESCO Boutros al-Boustani (1819-1883) [35 KB] Khalil Abou Rjaili Originally published in Prospects, UNESCO Mohandas Karamchand Gandhi (1869–1948) [41 KB] Krishna Kumar Originally published in Prospects, UNESCO   William Heard Kilpatrick (1871–1965) [58 KB] Landon E. Beyer Originally published in Prospects, UNESCO Cai Yuanpei (1868-1940) [36 KB] Lizhong Zhang Originally published in Prospects, UNESCO Célestin Freinet (1896-1966) [55 KB] Louis Legrand Originally published in Prospects, UNESCO B. F. Skinner (1904-1990) [42 KB] Louis M. Smith Originally published in Prospects, UNESCO   Roger Cousinet (1881–1973) [40 KB] Louis Raillon Originally published in Prospects, UNESCO Sri Aurobindo (1872–1950) [50 KB] M K Raina Originally published in Prospects, UNESCO Isma’il al-Qabbani (1898-1963) [66 KB] Mahmud Kombar Originally published in Prospects, UNESCO Ivan Illich (1926-2002) [35 KB] Marcelo Gajardo Originally published in Prospects, UNESCO   Giambattista Vico (1668-1744) [35 KB] Maria Teresa Maiullari Originally published in Prospects, UNESCO Dimitri Glinos (1882-1943) [53 KB] Marie Eliou Originally published in Prospects, UNESCO José Pedro Varela (1845–1879) [52 KB] Marta Demarchi and Hugo Rodriguez Originally published in Prospects, UNESCO N. F. S. Grundtvig (1783–1872) [38 KB] Max Lawson Originally published in Prospects, UNESCO   J. Krishnamurti (1895–1986) [161 KB] Meenakshi Thapan Originally published in Prospects, UNESCO Jean-Jacques Rousseau (1712-78) [46 KB] Michel Soëtard Originally published in Prospects, UNESCO Johann Heinrich Pestalozzi (1746–1827) [46 KB] Michel Soëtard Originally published in Prospects, UNESCO Pavel Petrovich Blonsky (1884-1941) [53 KB] Mihail Gerasimovich Danilchenko Originally published in Prospects, UNESCO   Nadezhda Krupskaya (1869-1939) [36 KB] Mihail S. Skatkin and Georgij S. Cov’janov Originally published in Prospects, UNESCO Konstantin Dmitrievitch Ushinsky (1823-1871) [37 KB] Miroslav Cipro Originally published in Prospects, UNESCO Al-Ghazali (450-505 A.H./ 1058-1111 A.D.) [107 KB] Nabil Nofal Originally published in Prospects, UNESCO Rabindranath Tagore (1861–1941) [56 KB] Narmadeshwar Jha Originally published in Prospects, UNESCO   Davorin Trstenjak (1848-1921) [129 KB] Nedjeljko Kujundžic Originally published in Prospects, UNESCO Fukuzawa Yukichi (1835–1901) [49 KB] Nishikawa Shunsaku Originally published in Prospects, UNESCO Johann Friedrich Herbart (1776-1841) [53 KB] Norbert Hilgenheger Originally published in Prospects, UNESCO Jonathan Mann 1947–1998 [20 KB] Ofelia T. Monzon Originally published in Prospects, UNESCO   Robert Owen (1771–1858) [55 KB] Peter Gordon Originally published in Prospects, UNESCO Alain (1868-1951) [52 KB] Philippe Foray Originally published in Prospects, UNESCO Alfred Binet (1857-1911) [44 KB] René Zazzo Originally published in Prospects, UNESCO Juan Luis Vives (1492?-1540) [55 KB] Ricardo Marin Ibáñez Originally published in Prospects, UNESCO   Jose Martí (1853–95) [34 KB] Ricardo Nassif Originally published in Prospects, UNESCO John Locke (1632-1704) [54 KB] Richard Aldrich Originally published in Prospects, UNESCO John Dewey (1859-1952) [48 KB] Robert B. Westbrook Originally published in Prospects, UNESCO José Vasconcelos (1882-1959) [153 KB] Rosario Encinas Originally published in Prospects, UNESCO   Joseph Priestley (1733-1804) [38 KB] Ruth Watts Originally published in Prospects, UNESCO Leo Tolstoy (1828-1910) [43 KB] Semion Filippovitch Yegorov Originally published in Prospects, UNESCO Torsten Husen (1916-) [35 KB] T. Neville Postlethwaite Originally published in Prospects, UNESCO Janusz Korczak (1878–1942) [43 KB] Tadeusz Lewowicki Originally published in Prospects, UNESCO   Janusz Korczak (1878-1942) [97 KB] Tadeusz Lewowicki Originally published in Prospects, UNESCO Aliu Babtunde Fafunwa (1923–) [53 KB] Thomas O. Fasokun Originally published in Prospects, UNESCO Ellen Key (1849-1926) [46 KB] Thorbjörn Lengborn Originally published in Prospects, UNESCO Clarence Edward Beeby (1902–1992) [46 KB] W.L. Renwick Originally published in Prospects, UNESCO   Confucius (K’ung Tzu) (551-479 BC) [31 KB] Yang Huanyin Originally published in Prospects, UNESCO Julius Kambarage Nyerere (1922-1999) [41 KB] Yusuf Kassam Originally published in Prospects, UNESCO Peter Noikov (1868-1921) [46 KB] Zhecho Atanassov Originally published in Prospects, UNESCO Mao Zedong (1893–1976) [50 KB] Zhuo Qingjun Originally published in Prospects, UNESCO   Al-Farabi (259-339 AH/872-950 AD) [78 KB] ’Ammar al-Talbi Originally published in Prospects, UNESCO