A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 85
... action , and runs parallel therewith . But the brain , so far as we under- stand it , is given us for practical ... action . You must remember that , when I talk of action here , I mean action in the widest sense . I mean speech , I mean ...
... action , and runs parallel therewith . But the brain , so far as we under- stand it , is given us for practical ... action . You must remember that , when I talk of action here , I mean action in the widest sense . I mean speech , I mean ...
Page 251
... action ; how those latent , silent sen- sations which do not come into consciousness , but still are ever thronging the nerves of sense , eventually form that habitual mode of the constitution which we call temperament . " These ...
... action ; how those latent , silent sen- sations which do not come into consciousness , but still are ever thronging the nerves of sense , eventually form that habitual mode of the constitution which we call temperament . " These ...
Page 257
... action or inaction respectively . How is it when an alternative is presented to you for choice , and you are uncertain what you ought to do ? You first hesitate , and then you deliberate . And in what does your deliberation consist ? It ...
... action or inaction respectively . How is it when an alternative is presented to you for choice , and you are uncertain what you ought to do ? You first hesitate , and then you deliberate . And in what does your deliberation consist ? It ...
Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
238 | 37 |
Copyright | |
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action activity animals become believe better body called chapter character child civilization common complete conception conscious course curriculum depends desire determined direct Education New York effect effort elements environment existence experience fact feeling force function fundamental future give given habits hand heredity human ideal ideas important individual influence interest kind knowledge less limited living Macmillan material matter means measure mechanism mental method mind moral nature never objective organism personality philosophy physical play possible practical pragmatism present principles problem produce progress psychology pupils question race reality realize reason regard relations result scientific sense social society spirit teacher teaching tests theory things thought tion true truth universe values whole York