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Page 30
Anything that offends our deepest instincts as teachers and parents , or that is seen to be unfit to teach to youth , can not be called true in the deepest sense . No philosophy can be said to be proved valid until it is seen what it ...
Anything that offends our deepest instincts as teachers and parents , or that is seen to be unfit to teach to youth , can not be called true in the deepest sense . No philosophy can be said to be proved valid until it is seen what it ...
Page 133
Love of goodness without the will to learn casts the shadow called foolishness . Love of knowledge without the will to learn casts the shadow called instability . Love of truth without the will to learn casts the shadow called ...
Love of goodness without the will to learn casts the shadow called foolishness . Love of knowledge without the will to learn casts the shadow called instability . Love of truth without the will to learn casts the shadow called ...
Page 297
Herbart made a distinction and it would — appear wisely so — between man's relation to things , which he called experience , and man's relation to man , which he called intercourse ( Umgang ) . There is a wealth of personal meaning a in ...
Herbart made a distinction and it would — appear wisely so — between man's relation to things , which he called experience , and man's relation to man , which he called intercourse ( Umgang ) . There is a wealth of personal meaning a in ...
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Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
NATURALISM IN EDUCATION | 53 |
Copyright | |
22 other sections not shown
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Common terms and phrases
action activity animal 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 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 response result scientific sense social society spirit teacher teaching tests theory things thought tion true truth universe values whole York
Bibliographic information
| Title | A Philosophy of Education, Based on Sources Prentice-Hall education series Prentice-Hall education series; E. George Payne, editor |
| Editors | Quincy Adams Kuehner, Enoch George Payne |
| Compiled by | Quincy Adams Kuehner |
| Publisher | Prentice-Hall, Incorporated, 1935 |
| Original from | the University of Michigan |
| Digitized | 2 May 2006 |
| Length | 624 pages |
| Export Citation | BiBTeX EndNote RefMan |